The Post-Pandemic Ethical Compass: Lost, Found, or Redefined?

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Mohamed Taiebine, Chakib Nejjari This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8918071/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The COVID-19 pandemic has raised complex ethical issues across healthcare, education, and research. This narrative review synthesizes the specific ethical issues and targeted recommendations emerging in the post-pandemic context. A systematic search of PubMed, Web of Science, and Scopus identified 651 articles; 31 were selected. The analysis addressed research methodology, content, and ethical considerations. The selected studies used diverse methodologies, with 31% using empirical designs and 69% using non-empirical approaches. Thematic analysis revealed a focus on post-COVID-19 implications in health and education, with 40% of the studies addressing medical education, 30% focusing on global and public health, 20% exploring the ethics of technology, and 10% examining policy and research methodology. Ethical issues spanned trainee marginalization, economic pressure on antimicrobial development, data privacy, AI bias, and research ethics. However, key recommendations include enhancing interdisciplinary collaboration, prioritizing ethical considerations and equity, responsible technology integration, strengthening educational practices, and focusing on well-being and resilience. Health sciences/Health care Health sciences/Medical research COVID-19 ethics education medical practice biomedical research pandemic post-pandemic SD4 Figures Figure 1 1. Introduction The COVID-19 pandemic has deeply affected healthcare systems, medical education, and biomedical ethics, exposing limitations and prompting swift changes across medical fields. In medical practice, the pandemic has led to significant changes in clinical priorities and resource allocation. Many facilities have had to cancel or postpone nonurgent procedures and outpatient services to focus on COVID-19 care (Dotzauer et al., 2020 ). This has raised ethical concerns about balancing the pandemic response with the continuity of care for other conditions. The crisis has also strained healthcare workers, leading to increased workloads, staffing shortages, and psychological stress (Cena et al., 2021 ; Fteropoulli et al., 2021 ). Bioethically, the pandemic raised challenges in resource allocation, vaccine distribution, and health inequities, prompting reconsideration of ethical frameworks that are likely to influence future practice. healthcare by equipping professionals and students with essential competencies to navigate complex challenges (Roy et al., 2023 ). Its growing value in medical education is supported by a rise in related research since 2000 (Roy et al., 2023 ). Medical students frequently encounter ethical conflicts during training, underscoring the need for robust ethics education to prepare for clinical practice (Almahmoud et al., 2017 ). On the one hand, ethics training is essential in education and health care. It shapes the moral standards guiding teaching, learning, and conduct (National Academies of Sciences, Engineering, and Medicine, 2016 ). As society evolves, educational ethics becomes more critical to ensure fairness and alignment with basic human values (Andersson et al., 2022 ). The foundation of ethics training rests on core values such as honesty, integrity, transparency, respect for human dignity, and fairness (Schroeder et al., 2019 ). These principles foster trust among educators, organizations, and learners, creating a learning environment where all have equal opportunities. Training—academic, professional, or ongoing—should enable participants to advance based on abilities and efforts, free from discrimination or bias (Carter et al., 2020 ). Upholding these standards ensures training goals, whether educational or personal, are pursued transparently and fairly. In terms of ethical conduct and deontology, the principle of beneficence requires health care providers to actively promote their patients' well-being (Jansen, 2022 ). This encompasses not only the physical aspects of healing but also the psychological and emotional support necessary for comprehensive care. Physicians are expected to prioritize their patients' best interests, maximizing the benefits of treatment while minimizing potential risks (Richman, 2004 ). On the other hand, the principle of non-maleficence underscores the necessity for healthcare professionals to avoid causing harm to patients through negligent practices or inappropriate treatments (Tabish, 2024 ). This principle demands ongoing vigilance to ensure that interventions do not carry excessive risk, especially when invasive procedures or medications with serious side effects are involved. Regarding the principle of justice, it concerns the equitable distribution of medical resources and care. Healthcare providers must ensure fair access to services for all patients, regardless of socioeconomic status, ethnicity, or location (Daniels, 2001 ). This principle also sparks important discussions about allocating limited resources, especially during health crises or in palliative care. Interestingly, while medical students value ethics education (Almahmoud et al., 2017 ), its implementation varies by school. Some institutions do not follow all recommendations of the Institute of Medical Ethics (IME), and ethics teaching is not well integrated into clinical placements (Brooks & Bell, 2016 ). This gap between student perspectives and institutional practice highlights the need for better alignment in ethics education. Given this context, post-COVID became a critical examination of global approaches to medical ethics, revealing a significant gap in the literature. Existing reviews highlight the inadequacy of pre- and post-pandemic ethical frameworks in addressing the complex demands placed on graduates in a rapidly evolving healthcare landscape (Asghari & Tehrani, 2020 ; Dunham, 2020; Siegel et al., 2021 ; Hamza & Kulkarni, 2022 ; O’Sullivan et al., 2022 ; Jafari et al.,2025). This review aimed to fill this gap by investigating the implementation of ethical practices and regulations across diverse global regions, building upon previous observations of a potential mismatch between established ethical methods and contemporary healthcare needs. This narrative review aimed to understand how ethical practices evolved in education, medical practice, and biomedical research after COVID-19. It explores key trends and applications of ethics in response to pandemic challenges, deepening understanding of global medical ethics. 2. Methods 2.1. Search method A search strategy was employed across multiple electronic databases, including PubMed, Scopus, and Web of Science. The search terms were carefully selected to capture the breadth of the topic while maintaining focus. The primary search equation utilized a combination of keywords related to the pandemic, ethical principles, and the three target domains: (COVID-19 OR SARS-CoV-2 OR Coronavirus) AND (Ethics OR Ethical Dilemmas OR Moral Issues OR Bioethics OR Medical Ethics OR Research Ethics OR Educational Ethics) AND (Education OR Medical Practice OR Healthcare OR Biomedical Research OR Clinical Trials OR Public Health). 2.2. Inclusion/ exclusion criteria This review focuses on publications that address ethical considerations directly related to the impact of the COVID-19 pandemic on education, medical practice, and biomedical research. Articles published in peer-reviewed journals are also included. The review focused on publications released between January 2020 and January 2025, capturing the immediate and evolving ethical landscape. Publications were included if they provided substantive analysis, discussion, or empirical data concerning ethical issues, such as resource allocation, informed consent, data privacy, equity, and professional responsibility within the specified domains. Articles were excluded if they were purely descriptive, opinion pieces lacking robust argumentation, or focused solely on the epidemiological or clinical aspects of COVID-19, without addressing ethical dimensions. Additionally, publications pre-dating the pandemic or those that did not explicitly link their ethical analysis to the COVID-19 context were excluded. 2.3. Data extraction and analysis The reliability of data in a literature review depends fundamentally on the thoroughness of the literature search and selection methodology. The authors independently assessed the full texts of the chosen studies for data extraction. Any inconsistencies were resolved through discussion with a third reviewer. Furthermore, the reference lists of the articles included in the review were carefully scrutinized to identify any relevant studies that may have been overlooked during the initial search. To maintain consistency and thoroughness throughout the review process, a standardized data extraction form was created. This form encompasses fields of bibliographic details (author and publication date), study design, key ethical themes addressed, specific challenges identified, and suggested solutions or recommendations. Data extraction was conducted by one reviewer and subsequently verified by a second reviewer to reduce bias and enhance accuracy. Any discrepancies were resolved through discussion and consensus. The extracted data were then thematically synthesized and analyzed, facilitating the identification of significant trends and patterns in ethical challenges and responses across the three domains (Fig. 1 ). [Insert Fig. 1 here] To synthesize the diverse literature and achieve the objective of exploring major trends in ethical practices across education, medical practice, and biomedical research post-COVID-19, a thematic analysis was employed. Following the guidelines for reflexive thematic analysis articulated by Braun and Clarke (2006, 2019), the authors systematically read and re-read the extracted data to identify patterns of meaning, which were then developed into overarching themes. This iterative process facilitated the grouping of similar ethical adaptations, challenges, and transformations observed across the literature, enabling a structured, in-depth exploration of the current state of global medical ethics as it is impacted by the pandemic. 3. Results A total of 651 articles were identified from the PubMed, Web of Science, and Scopus databases, of which 31 were ultimately selected, predominantly featuring contributions from the United States (see Table 1 ). The research designs included in this review showcase a variety of search designs that combine empirical and theoretical approaches. Approximately 31% of the studies employed empirical research designs. In contrast, 69% of them utilized non-empirical methods. [Insert Table 1 here] The findings revealed a broad focus on the post-COVID-19 landscape, particularly on health and education. Approximately 40% of the studies specifically addressed medical education, postgraduate training, and educational technology, underscoring the pandemic's enduring influence on teaching and learning practices. Additionally, approximately 30% of the articles investigated global health, public health, and ethical considerations in healthcare, covering topics such as antimicrobial drug development, organ allocation, and the dynamics of the doctor-patient relationship. Notably, approximately 20% of the articles examined the ethical implications of technology in health and education, addressing topics such as artificial intelligence in psychotherapy, contact-tracing applications, and virtual autopsies. Approximately 10% of research studies focus on policy and research methodologies, investigating topics such as evidence-based decision-making, the validity of consensus statements, and ethical considerations in pandemic research. 3.1. Post-COVID medical ethics In post-COVID medical ethics, the ethical dilemmas identified in the selected studies span a wide range, highlighting substantial challenges in healthcare and research. Studies highlight the marginalization of trainees (Triemstra et al., 2021 ) and the repercussions of redeployment, with 42% of respondents reporting a lack of opportunities to engage in surgical procedures (BJS Commission Team, 2021 ). Economic constraints affecting antimicrobial development (Cama et al., 2021 ) stand in contrast to concerns regarding "panel stacking" bias in consensus statements (Kepp et al., 2024 ), where the influence of lobbying groups is significant. The disproportionate impact of Long Covid (Au et al., 2023 ) and the necessity to validate patient experiences underscore the existing disparities, while 37% of general surgeons address COVID-19-related surgical challenges (BJS Commission Team, 2021 ). Issues of privacy and data security are paramount, with Afroogh et al. ( 2022 ) discussing government surveillance concerns and Buis et al. ( 2024 ) stressing the importance of data stewardship. Research ethics, including informed consent (Awad et al., 2023; Abou-Mrad et al., 2024 ) and the difficulties associated with expanding genomics capacity (Noormahomed et al., 2024 ), are also emphasized. The digital divide and biases in artificial intelligence further exacerbate health inequities (Gulumbe et al., 2024), while patient data privacy remains a pressing issue along with the risk of undue influence from viral infographics (Rasooly et al., 2023 ). Additionally, 30% of surgeons reported that delays in screening and diagnostics are a significant concern (BJS Commission Team, 2021 ), and ethical questions surrounding neural organoids, particularly regarding consciousness, have also been raised (Hayashi and Sato, 2024). 3.2. Thematic synthesis A primary emphasis is placed on fostering interdisciplinary collaboration and communication, with recommendations ranging from the establishment of multidisciplinary surgical teams (BJS Commission Team, 2021 ) to the integration of education, psychology, and information technology in assessment processes (Li-Ping Yang & Tao Xin, 2022). Additionally, there is a pronounced focus on prioritizing ethical considerations and equity, encompassing practical justice in biotechnology research (Ogbogu & Hardcastle, 2021 ), the ethical design of AI-based intervention (Vilaza & McCashin, 2021 ), and addressing global health disparities related to Long Covid (Au et al., 2023 ). The responsible integration and utilization of technology also emerge as a critical requirement, covering areas such as the implementation of telehealth services (Buis et al., 2024 ), the ethical application of mobile devices in clinical environments (Khajeali et al., 2023 ), and advancements in genomic surveillance (Noormahomed et al., 2024 ). Furthermore, there is a consistent call for the enhancement of educational practices, advocating for blended learning approaches in health professions (Triemstra et al., 2021 ), the incorporation of experiential learning in medical training (Lazari et al., 2023 ), and the promotion of sustainability in education (Makrakis & Kostoulas-Makrakis, 2021 ). Lastly, the importance of well-being and resilience is underscored, with attention to the mental health of healthcare workers (Roy et al., 2022 ), the encouragement of ownership in educational initiatives (Taks et al., 2024 ), and the assurance of workplace safety (Triemstra et al., 2021 ). Additionally, there is a clear need for robust research and policy frameworks, which include advocating for incentives in antimicrobial development (Cama et al., 2021 ), the establishment of global supranational treaties (Cama et al., 2021 ), and the creation of integrated guidelines for contact tracing technologies (Afroogh et al., 2022 ). 4. Discussion In the aftermath of the COVID-19 pandemic, significant shifts in ethical considerations have emerged across education, medical practice, and biomedical research, prompting a reevaluation of previously established standards. This review aims to consolidate these transformations by highlighting the primary ethical challenges that arose or intensified during and following the pandemic. The synthesis of the findings has identified several pivotal themes crucial for effectively navigating the fields of healthcare, education, and research in the post-pandemic context (Taiebine, 2023 ). Firstly, fostering interdisciplinary collaboration and communication is essential, necessitating the establishment of multidisciplinary teams that incorporate expertise from education, psychology, and information technology. Secondly, it is imperative to prioritize ethical considerations and equity, with a focus on practical justice, the ethical design of artificial intelligence, and the resolution of global health disparities (Dabla et al., 2021 ). Thirdly, the responsible integration of technology is of utmost importance, which includes the implementation of telehealth services, the ethical use of mobile devices, and genomic surveillance practices. Fourthly, enhancing educational methodologies through blended learning, experiential education, and a focus on sustainability in education is vital. Lastly, attention must be directed to well-being and resilience, particularly in addressing healthcare workers' mental health and ensuring safe working environments. Additionally, robust research and policy frameworks are necessary, including incentives for antimicrobial development, the creation of global supranational treaties, and the formulation of integrated guidelines for contact tracing technologies. The ethical and operational shifts detailed in the post-pandemic era—from the essential need for interdisciplinary collaboration and prioritizing equity to the responsible integration of technology and a focus on well-being—indicate that the pre-pandemic professional and societal compass has been deeply lost or, more accurately, irrevocably redefined. The former orientation, characterized by siloed operations and often-unquestioned reliance on established systems, gave way to a necessity for agility, practical justice, and a human-centric approach. Finding a new compass involves consciously incorporating the identified themes: using enhanced educational methodologies and robust policy frameworks to intentionally chart a path where ethical concerns, global health equity, and resilience become core, non-negotiable navigational points for education, medical practice, and biomedical research. The Post-Pandemic Ethical Compass: Redefined The current review of the ethical implications of the COVID-19 pandemic across education, healthcare, and research inherently explores how the very notion of a "post-pandemic ethical compass" has been challenged, lost, and must now be redefined and reshaped. The crisis revealed fundamental gaps in existing ethical frameworks, forcing an abrupt shift where the moral direction was often obscured by immediate, life-and-death trade-offs and resource scarcity (Calia et al., 2022 ). Consequently, the task ahead is not merely to restore pre-pandemic norms but to forge a more resilient, globally conscious, and adaptive ethical compass—one that integrates lessons on social justice, digital equity, individual autonomy versus collective welfare, and the necessity for rapid yet rigorous scientific governance, as evidenced by the proposed global frameworks like the International Data Governance Framework (IDGF). The COVID-19 pandemic has catalyzed reevaluation of ethical considerations in education, medical practice, and biomedical research, revealing systemic strengths and weaknesses (Saxena et al., 2021 ). Challenges in student monitoring, the digital divide, and the effects of isolation have necessitated a reassessment of educational institutions' ethical obligations (Egarter et al., 2021 ). Healthcare faced triage decisions under resource constraints, raising questions about distributive justice and patient autonomy. The rapid deployment of treatments and vaccines highlighted tensions between public health urgency and scientific validation (Cook & Lauer, 2021 ). The expedited vaccine development exposed ethical complexities in data sharing and informed consent. The post-COVID context requires analysis of these challenges for future crisis management. The pandemic demonstrated the need for adaptable ethical frameworks during emergencies (Alibašić, 2024 ). Existing guidelines proved insufficient to address COVID-19's unprecedented challenges (O'Sullivan et al., 2022). Healthcare requires transparent frameworks that balance life-saving with fairness in resource allocation (Berlinger et al., 2020 ). Educational institutions need ethical standards for remote learning that balance privacy and access. Biomedical research demanded flexible frameworks prioritizing safety while protecting participant rights. The post-COVID era requires the development of responsive ethical frameworks integral to crisis management (Shamsi-Gooshki et al., 2025 ). Improved preparedness and standardized guidelines across sectors are essential (Maccaro et al., 2023). Lack of ethical frameworks and communication strategies led to inconsistent decision-making. In education, faculties struggled to implement remote learning, leading to educational disparities (Bartl, 2024 ; Ghani et al., 2025 ). To address these challenges, comprehensive ethical guidelines must be developed for crises like pandemics, natural disasters, and technological disruptions (Saxena et al., 2021 ). Guideline formulation requires collaboration between ethicists, healthcare practitioners, educators, and community stakeholders, along with regular training to ensure effective implementation (Reddin et al., 2021 ). The pandemic highlighted tensions between individual rights and community welfare, as public health measures clashed with personal freedoms, raising questions about the role of government (Saxena et al., 2021 ). In medical practice and biomedical research, public health objectives often clash with patient autonomy, while rapid vaccine development can compromise informed consent. The post-COVID era needs a balanced approach to individual rights and collective well-being, grounded in transparent decision-making that protects vulnerable populations. Global ethics initiatives like neuro-rights (Baselga-Garriga et al., 2022 ) and the International Data Governance Framework address these challenges by establishing standardized protocols for data collection, sharing, and privacy across international boundaries (Eke et al., 2022 ; MacFeely et al., 2022 ; Marcucci et al., 2023 ; Sandoval-Almazan et al., 2025). A unified framework would facilitate more effective international research collaborations, simplify regulatory complexities, and bolster public trust in scientific endeavors. Research suggests that robust data governance frameworks not only enhance data quality and security but also streamline regulatory compliance and improve the efficiency of data-driven decision-making, all of which are crucial for conducting responsible research. Furthermore, a well-designed IDGF can promote equitable data sharing and utilization, particularly in low- and middle-income countries, which may face challenges with the requisite infrastructure or resources for effective data governance (Wogu et al., 2025 ). Delineating principles for equitable access to data and benefit-sharing can help reduce global health disparities and ensure that research outcomes are relevant and beneficial to diverse populations. The framework can also incorporate provisions for continuous monitoring and adaptation, enabling it to respond to new technological advancements and emerging ethical research challenges. The growing focus on ethical AI governance and privacy-centric data management underscores the urgency of establishing a comprehensive international framework to guide responsible data practices in global research (Lock et al., 2024 ). To sum up, the globalization of research (Taiebine et al., 2025 ) necessitates equitable collaborations between researchers and local communities. Research models that emphasize community involvement and knowledge sharing can address ethical concerns and ensure that the study populations benefit from the research. Ethical partnerships can achieve effective outcomes while promoting mutual respect (Bangert et al., 2017 ). Strenghts and limitations The review highlights the benefits and limitations of addressing ethical challenges in a rapidly evolving environment, particularly during the COVID-19 pandemic. It emphasizes the importance of fostering ethics and research to inform policymaking and professional practices while acknowledging the constraints of literature reviews, such as potential bias and oversimplification of complex issues. It underscores the need for ongoing observation of ethical developments, especially as the post-COVID landscape continues to change. On the one hand, the pandemic has intensified disparities, raising ethical questions about access to technology, equitable assessment, and students' social-emotional health. There is a growing recognition of the need for digital equity and inclusion strategies that prioritize both academic success and student well-being. Additionally, concerns about data privacy and algorithmic bias in educational technology have come to the forefront. On the other hand, the pandemic has prompted complex ethical decisions regarding resource allocation, patient prioritization, and experimental therapies. This has heightened dilemmas related to informed consent and patient autonomy, while also emphasizing the need for equitable access to medical services during public health emergencies. The well-being and psychological safety of healthcare professionals, and the ethical obligations of organizations to support their staff, have received increased attention, alongside the need for transparent communication to foster public trust. 5. Conclusion The post-COVID era has revealed critical ethical dilemmas in education, healthcare, and research, particularly regarding equity, access, and the protection of vulnerable populations. In education, issues such as the digital divide and mental health crises have emerged, while healthcare faces challenges related to resource limitations and the ethical implications of telemedicine. The pandemic has exposed systemic deficiencies, underscoring the urgent requirement for robust ethical frameworks and effective communication to counter misinformation. Continuous ethical discourse and adaptability are essential, with ongoing stakeholder dialogue crucial to addressing these complex challenges. Ethical frameworks must evolve alongside technological advancements and societal changes, necessitating interdisciplinary collaboration to develop comprehensive solutions. Prioritizing digital equity in education, ensuring equitable healthcare access, and maintaining integrity in research are vital for navigating the post-COVID landscape. A sustained commitment to vigilance and ethical reflection is necessary, with insights from the pandemic informing future practices. Integrating ethical considerations into all aspects of education, healthcare, and research fosters a culture of ethical awareness, empowering stakeholders to confront unethical behaviors and establish resilient, equitable systems that prioritize individual and societal welfare. Declarations Author Contribution "M.T. and C.N. wrote the main manuscript text and M.T. prepared figures and tables. All authors reviewed the manuscript." 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National Academies, Washington, DC Noormahomed EV, Reid MJ, Mubuuke AG, Gachuno O, Sewankambo NK, Tsegaye A, Nachega JB (2024) Prioritizing post-COVID-19 health research in sub-Saharan Africa: A modified Delphi study for future pandemic. Sci Afr 23:e02103 O’Sullivan L, Aldasoro E, O’Brien Á, Nolan M, McGovern C, Carroll Á (2022) Ethical values and principles to guide the fair allocation of resources in response to a pandemic: a rapid systematic review. BMC Med Ethics 23(1):70 Ogbogu U, Hardcastle L (2021) Bioethics and practical justice in the post-COVID‐19 era. Dev World Bioeth 21(1):31–35 Petrini C, Peritore D, Riva L, Floridia G, Gainotti S, Grossi PA, Cardillo M (2022), July Post–COVID-19 Lung Transplantation Italian Pivotal Protocol: Some Ethical Considerations. In Transplantation proceedings (Vol. 54, No. 6, pp. 1524–1527). Elsevier Rasooly A, Ben-Sheleg E, Davidovitch N, Ellen M (2023) Rethinking the path from evidence to decision-making. 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Front Digit Health 3:689736 Wogu E, Ogoh G, Filima P, Nsaanee B, Caron B, Pestilli F, Eke D (2025) FAIR African brain data: challenges and opportunities. Front Neuroinformatics 19:1530445 Yang LP, Xin T (2022) Changing educational assessments in the post-COVID‐19 era: From assessment of learning (AoL) to assessment as learning (AaL). Educational Measurement: Issues Pract 41(1):54–60 Table 1 Table 1: Summary of selected studies Author(s)/ Year Country Study Design/Type Area Key Ethical Issues Proposed Solutions/Recommendations Triemstra et al., 2021 USA Scholarly Perspective Health Professions Education Learners faced marginalization or elimination from direct patient care. Redeployment to unfamiliar clinical teams negatively impacted their learning and well-being. A lack of coordination across the clinical learning environment increased anxiety and confusion for both learners and educators. These factors collectively hindered effective learning and fostered a stressful educational experience. Institutions must prioritize workplace safety, monitor the well-being of physicians and learners, and foster multidisciplinary collaboration across all settings and disciplines. The creation of virtual learning communities and social connections is crucial for building meaningful relationships. National associations and accrediting organizations are responsible for guiding institutions in developing robust action plans. Furthermore, online resources and financial support for educators must remain guaranteed, as blended learning is recognized as the future of health professions education. Cama et al., 2021 UK Perspective Antimicrobial drug development, global health policy The collapse of antimicrobial drug development pipelines is primarily due to significant economic challenges. To revitalize this crucial area, governments must implement incentives for the creation of new antimicrobial drugs. A key challenge lies in finding the right balance between ensuring widespread access to these new drugs and promoting their responsible stewardship. Furthermore, it is imperative to guarantee appropriate manufacturing practices and encourage the responsible use of all antimicrobials. To address the antimicrobial market failure and stimulate R&D, governments worldwide must further incentivize antimicrobial development. This requires a range of "pull" incentives alongside existing "push" mechanisms. Incentives should integrate "One Health" considerations for sustainable antimicrobial use and promote the clinical translation of rapid diagnostics. Finally, a global supranational treaty, similar to the Paris Climate Agreement, is needed to coordinate international policy interventions and incentives. Kepp et al., 2024 International Commentary Consensus statement validity, panel bias, evidence-based medicine, transparency Consensus statements are often biased due to "panel stacking," a practice where the selection of panel members is manipulated. Strong advocacy and lobbyist groups frequently exert undue influence on these panels, further compromising impartiality. This issue is compounded by a pervasive lack of transparency in panelist selection and the failure to declare conflicts of interest, ultimately undermining the integrity of the consensus process. To ensure the integrity of consensus statements, it is crucial to base them on rigorous evidence synthesis. Furthermore, maximizing transparency regarding potential biases stemming from advocacy or lobbyist groups is essential. Finally, developing clear protocols will help ensure transparency and reduce biases within expert panels. Au et al., 2023 U.S., Brazil Research Article Global Health, Chronic Illness, Patient Experience The burden of Long Covid is unequally distributed, highlighting a significant disparity in who is most affected. A lack of awareness among medical providers exacerbates this issue, leading to challenges in diagnosis and treatment. Consequently, there is a critical need to validate the experiences of Long Covid patients, ensuring their symptoms are recognized and taken seriously. To effectively address Long Covid, it is crucial to expand education for medical professionals, fostering greater awareness of the condition. Furthermore, experts from the Global North should collaborate with patient groups and experts in the Global South to gain a deeper understanding of how local contexts influence the Long Covid experience. Policymakers must also establish direct communication channels with patient advocacy groups. Finally, global health initiatives must prioritize equity, acknowledging and working to mitigate the global disparities in awareness, resources, and political commitment related to Long Covid. Lazari et al., 2023 Greece Research Article Medical Education The article advocates for experiential learning in undergraduate medical curricula, emphasizing its role in developing practical skills. It critiques traditional, theory-focused teaching for its limitations in preparing students for real-world medical practice. The authors stress the importance of integrating theoretical knowledge with practical application and incorporating ethical considerations into medical education. The study advocates for integrating experiential learning into medical education, highlighting the importance of practical skill acquisition, applying theory, and ethical considerations. It recommends that medical schools use these findings to develop new teaching practices and improve the quality of medical education. Taks et al., 2024 Netherlands Research Article Postgraduate medical education, public health The introduction of structured training rotations in postgraduate medical education for public health (PGME-PH) and the shift to a national employer have adversely affected training institutions. These institutions have limited influence and face communication challenges, resulting in a reduced sense of ownership over the new PGME-PH curriculum. The article highlights key strategies for the sustainable implementation of educational programs such as PGME-PH. These include fostering ownership, promoting collective responsibility, establishing clear communication channels, and nurturing motivation. BJS Commission Team, 2021 Africa, Canada, China, Italy, Japan, and the USA) A survey of colleagues across the global surgical community Surgery and perioperative care The COVID-19 pandemic significantly impacted healthcare systems, particularly surgical practice and training. Key risk factors for mortality after surgery with SARS-CoV-2 infection included male sex, age over 70, high ASA score, major/cancer surgery, and emergency procedures. General surgeons were the most common specialty to respond to the crisis, with the primary impact being a lack of access to perform surgical procedures. Concerns also arose regarding delayed screening/diagnostics, a shortage of surgical training, and late presentations of advanced disease. The cumulative effect presents a substantial challenge for healthcare infrastructure, finances, and medicolegal considerations in addressing the backlog of oncological and non-oncological workload. Global surgical multidisciplinary teams are actively researching the future of surgery in the post-COVID-19 era, emphasizing innovative leadership and collaboration. The establishment of multi-disciplinary ethics committees is encouraged in surgical oncology centers. New models for delivering elective surgery are being explored to safely restart procedures during pandemic waves, as indefinitely suspending them is unsustainable. Early implementation of COVID-free surgical pathways significantly reduced nosocomial SARS-CoV-2 transmission, postoperative pulmonary complications, and mortality in elective cancer surgery. Additionally, staggered cohort schedules have been widely adopted to protect personnel and maintain adequate staffing. Afroogh et al., 2022 USA Systematic literature review Ethical considerations of using contact tracing app technology Effective data governance hinges on balancing privacy and security with public acceptability. Concerns arise regarding government surveillance, necessitating transparency and accountability to uphold justice. Furthermore, the voluntariness of data sharing is crucial for ethical and legal compliance. The key focus is on creating comprehensive guidelines and frameworks for implementing contact tracing technology in the post-COVID-19 era. This involves developing integrated strategies to ensure effective and responsible use of such technology going forward. Noormahomed et al., 2024 Sub-Saharan Africa Modified Delphi study Post-COVID-19 health research priorities in sub-Saharan Africa for future pandemics Ethical research practices are crucial, particularly when addressing health equity and the social determinants of health. Ensuring the equitable distribution of resources is paramount to achieving fairness in healthcare. Furthermore, scaling up genomics capacity presents unique ethical challenges that must be carefully considered to avoid exacerbating existing disparities. These key areas represent critical advancements and ongoing efforts in global health. They emphasize the strategic use of digital tools to empower the health workforce and the vital role of strengthening genomic surveillance to proactively address emerging health threats. Furthermore, comprehensive assessments of health system resiliency are crucial for future preparedness, alongside strategies to foster interprofessional education and collaboration within healthcare. Research investigating the long-term impact of pandemics on non-communicable diseases is also essential for understanding broader health consequences. Awad et El Sayed, 2023 Saudi Arabia; Egypt Cross-sectional and correlational study Impact of post-COVID-19 workplace ostracism on nurses’ counterproductive behavior, and the mediating role of moral leadership Post-COVID-19 workplace ostracism in nursing emerged as a significant ethical issue, leading to counterproductive behaviors among staff and severely impacting their psychological well-being and job performance. The absence of strong moral leadership exacerbates these problems, failing to address the breach of psychological contracts and the resulting stress and burnout among healthcare professionals. This environment ultimately compromises patient safety and the quality of care, necessitating urgent interventions to foster ethical leadership and mitigate negative workplace dynamics. The primary challenge lies in effectively addressing the root causes of ostracism and promoting a supportive work environment where nurses feel valued and respected. Hospital administrators must recognize the crucial role of moral leadership and actively integrate integrity into the clinical environment. This approach is vital for mitigating the negative impact of isolation on nurses' behavior, thereby enhancing overall organizational value and specifically benefiting the nursing staff. Overcoming increased workloads and stress in the post-pandemic era is crucial for rebuilding trust and ensuring a healthy, productive workforce dedicated to patient well-being. Abou-Mrad et al., 2024 Lebanon Qualitative study Impact of the Covid-19 Pandemic on the Doctor-Patient Relationship Post-COVID-19 workplace ostracism in nursing emerged as a significant ethical issue, leading to counterproductive behaviors among staff and severely impacting their psychological well-being and job performance. The absence of strong moral leadership exacerbates these problems, failing to address the breach of psychological contracts and the resulting stress and burnout among healthcare professionals. This environment ultimately compromises patient safety and the quality of care, necessitating urgent interventions to foster ethical leadership and mitigate negative workplace dynamics. The primary challenge lies in effectively addressing the root causes of ostracism and promoting a supportive work environment where nurses feel valued and respected. The study emphasizes the importance of effective communication in enhancing the doctor-patient relationship, the need to address misinformation on social media, and the imperative for systemic improvements to strengthen the resilience of Lebanon's healthcare system. Overcoming increased workloads and stress in the post-pandemic era is crucial for rebuilding trust and ensuring a healthy, productive workforce dedicated to patient well-being. Pinheiro et al., 2022 Brazil Theoretical essay Education, moral and socioemotional competencies, Covid-19 pandemic The article discusses the importance of moral and socioemotional competencies in education, especially in the context of the Covid-19 pandemic. It emphasizes the need for an educational praxis that offers possibilities to live and interact in school and society in an ethical and democratic way. The authors propose the development of moral competencies integrated with social and emotional competencies, aligned with the perspective of building universally desirable values. They suggest a set of moral competencies including self-knowledge, empathy, moral judgment, communication, critical comprehension, and self-regulation, which are considered priorities for education. Vetter et McDowell, 2023 USA Theoretical essay Educational Technology, Surveillance, Epistemic Inequality, Post-COVID-19 era The article focuses on the ethical issues related to data surveillance in educational contexts, particularly the unequal access to learning imposed by private commercial mechanisms. It discusses how EdTech platforms place both teachers and students in a relationship to data and learning characterized by "epistemic inequality" The authors recommend that higher education professionals critically interrogate their technologically-mediated teaching practices. They also suggest the use of Commons-based Peer Production (CBPP) communities as equitable, open educational alternatives that resist market-based neoliberalism and surveillance capitalism. Buis et al., 2024 USA Think Tank report; Literature review Telehealth, telemedicine, digital health, digital access, and healthcare Data stewardship and risk mitigation are important when patient data is involved. Determining how best to collect high-quality data while ensuring that only the minimum information needed is gathered is crucial. Ethical uses of data, how that data can be used, and data retention policies are all important questions to be answered, and those answers will vary between projects and patient populations. Ongoing research should delve into seven key areas of telehealth: its impact on clinical and administrative services, education for providers and patients, policy implications, the influence of future technology, patient characteristics and experiences, and ethical considerations. It's crucial to examine not only recent findings but also historical challenges and proposed solutions, as many issues in telehealth research are long-standing. The insights gained from these studies must be disseminated effectively to practitioners, policymakers, and patients. Prioritizing telehealth research and providing strong leadership are essential to ensure these vital areas of study remain prominent. Ogbogu and Hardcastle, 2021 Canada Theoretical essay Bioethics, justice, health technology, COVID-19, biotechnology The article addresses ethical issues related to the fair and equitable distribution of the benefits and burdens arising from the development and deployment of innovative health biotechnologies. It discusses inequities in the global distribution of research resources, potential issues in the distribution of a COVID-19 vaccine or cure, and the ethical dilemmas of allocating scarce medical equipment. The authors propose a focus on "practical justice" in post-pandemic bioethics work. They suggest an obligation to integrate capacity building and access to research resources in biotechnology research and development projects conducted in developed, infrastructure-rich economies. This includes training of personnel from under-resourced settings, research collaborations, open access to research publications, and access to intellectual property for developing low-cost and adaptable technologies and therapies. Li-Ping Yang and Tao Xin, 2022 China Theoretical essay Educational Measurement, Online Learning, Assessment of Learning (AoL), Assessment for Learning (AfL), Assessment as Learning (AaL) The authors emphasize that the validity, ethics, and fairness of the measurement should be considered critical issues. They discuss issues related to data security, test security in online testing, and the potential for unfairness in learning and testing due to unequal technology accessibility. The authors propose multidisciplinary corporations in the field, integrating education, psychology, and information technology into the theories and methods of educational measurement. They also discuss the need to address challenges related to validity, reliability, and fairness in the context of new assessment forms and online learning. Vilaza and McCashin, 2021 Denmark, Ireland Perspective Digital Mental Health, AI in Psychotherapy, Cognitive Behavioral Therapy (CBT) AI-CBT development and implementation should be guided by five core ethical principles to ensure responsible and effective care. Beneficence dictates that the primary goal of AI-CBT is to deliver positive value and benefits to individuals and society, rather than solely focusing on profit. Equally crucial is non-maleficence, which obliges developers to prevent harm to end-users, encompassing safety concerns, potential negative impacts on help-seeking behaviors, and the misuse of personal data. Autonomy emphasizes the importance of supporting an individual's independent decision-making, ensuring that AI-CBT systems do not manipulate users or foster dependency. Justice calls for the promotion of equality, inclusiveness, and diversity, actively addressing algorithmic bias to guarantee fair access and equitable outcomes for all users. Finally, explicability necessitates transparency and comprehensibility regarding AI processes and outcomes, including clear communication about data handling practices and the inherent limitations of AI-CBT. Designing, developing, and implementing AI-CBT requires a strong emphasis on ethical considerations, ensuring interventions are evidence-based and thoroughly tested. A hybrid approach, integrating AI-CBT with human support, should be considered to optimize patient care. Furthermore, it is crucial to implement "explainable AI" to enhance user comprehension of AI processes and to bolster privacy policies and data security measures. Addressing algorithmic bias and promoting diversity and inclusion in AI-CBT development are also vital steps. Finally, establishing clear accountability mechanisms and regulations for AI in mental health, alongside conducting further empirical studies and engaging stakeholders, will guide the ethical evolution of AI-CBT. Petrini, et al., 2022 Italy Observational pilot protocol Post-COVID-19 lung transplantation, ethical considerations in organ allocation The scarcity of donor organs necessitates careful recipient selection for lung transplants. This is further complicated by the need to balance the urgent needs of post-COVID-19 patients with those awaiting transplants for other conditions. Therefore, ensuring fairness and transparency in organ allocation becomes paramount, raising significant ethical considerations in urgent lung transplantation. The lung transplantation program developed a crucial observational protocol specifically for post-COVID-19 patients. This protocol emphasizes the careful selection of transplant recipients, prioritizing individuals based on their medical need, the anticipated effectiveness of the transplant, and principles of fairness. The program strictly adheres to standardized protocols for evaluating new indications for lung transplantation, ensuring consistent and equitable decisions. Furthermore, the allocation of organs is guided by principles of distributive justice, aiming for a just and fair distribution. The program also maintains continuous monitoring and assessment of outcomes to ensure ongoing improvement and accountability. Musakuro and Gie, 2024 South Africa Case study research design, complemented by a survey E-health tools for digital mental health services (DMHS) Ethical considerations are a determinant influencing the future adoption of e-health tools for DMHS. The study provides human resources professionals, university management, mental health practitioners and policymakers with actionable insights into the key determinants of the future adoption of e-health tools for DMHS. Pherali et al., 2024 UK Qualitative study Research ethics in social science research during health pandemics, specifically COVID-19. The COVID-19 pandemic significantly impacted research ethics, introducing methodological and ethical challenges for ongoing and new projects, particularly concerning the balance between public and individual risks and the emergence of new safeguarding issues for vulnerable populations. Ethics review boards faced unprecedented strain due to increased workload and staffing limitations, further complicated by the shift to online research methods which presented issues of access, consent, and capacity. Moreover, the pandemic highlighted pre-existing ethical concerns in research, such as unequal power dynamics, the exploitative potential of social science research in international contexts, and the urgent need to address structural inequalities and injustices within research institutions. These challenges underscore the necessity for interdisciplinary adaptation in addressing ethical dilemmas, considering the socio-economic contexts of research. Ethics review processes require a critical examination of power dynamics, knowledge production, and ownership to ensure equity and epistemic justice. This necessitates ongoing ethics education within research institutions and the development of agile review boards capable of swift responses to emergencies. Furthermore, fostering interdisciplinary collaboration, providing clear guidance for researchers in evolving environments, and emphasizing flexibility, trust, and moral responsibility are crucial for ethical research practices. Makrakis and Kostoulas-Makrakis, 2021 Greece and Cyprus Theoretical/conceptual article Education for sustainability, responsibility and co-responsibility, and the impact of COVID-19 on education. The article critically examines responsibility and co-responsibility from an Aristotelian perspective, contrasting it with the instrumentalist approach often found in modern educational discussions. It argues for embedding these concepts within the ethical framework of the common good, a crucial link often missing in contemporary understanding. The COVID-19 pandemic served as a stark reminder of systemic vulnerabilities and the need for ethical virtues like compassion, solidarity, and accountability. This article asserts that education for sustainability is crucial for building a sustainable post-COVID-19 society, emphasizing the cultivation of responsibility and co-responsibility through dialogue and integrating Aristotle's Nicomachean Ethics. It advocates for a shift from egocentric to collective principles for the common good, developing critical awareness and introducing the "10Cs model" to foster comprehensive skills beyond traditional frameworks. The authors stress the importance of balance, moral obligation, and a "pedagogy of the soul" that integrates aesthetic education, arts, humanities, and transversal skills, preparing individuals for a hybrid job market. Ultimately, the article proposes adding "learning to give and share" as a sixth pillar to UNESCO's framework, aiming for a pedagogy of happiness and sustainable well-being rooted in self-awareness, compassion, and shared commitment to high-quality teaching and civic engagement. Burns and Cruz, 2021 USA A theoretical/conceptual article Curriculum theory, Post-COVID-19, and social inequity. The article examines the ethical ramifications of the COVID-19 pandemic on society, particularly within education, and critiques the neoliberal project for exacerbating inequalities and weakening public institutions. It highlights how "post-truth" politics and "big lies" impact critical thinking and education. Furthermore, the piece discusses curriculum crises, including a disconnect from practical application, an overemphasis on theoretical frameworks, and corporate influence. The authors advocate for a curriculum rooted in an eclectic, deliberative, and practical ethic, drawing on Joseph Schwab's work, to address future social and political crises. This approach emphasizes historical understanding, self-cultivation, and truth-telling, moving beyond instrumental schooling and standardized objectives. The proposed curriculum aims to foster reflexive thinking, dialogue, and agency, while also addressing critical issues like social inequality, environmental concerns, authoritarian populism, and Christian nationalism. Singh-Pillay, 2023 South Africa A qualitative research Use of mobile digital technologies to facilitate participation and digital equity during the COVID-19 Pandemic. In pre-democracy South Africa, education was marked by severe injustices, including segregated schools, unequal access and funding, and discriminatory language policies. Addressing these historical imbalances and promoting social justice in education is crucial. The study advocates for mobile digital equity, ensuring all students have access to and can engage with mobile digital technologies to enhance their opportunities. Furthermore, it highlights the persistent challenge of language barriers in STEM education, particularly in post-colonial nations where the colonizer's language remains dominant. Online mobile teaching and learning offers a promising avenue to foster active participation, inclusive learning, and digital equity, particularly in STEM fields within developing countries. Effectively integrating these technologies requires not only access but also innovative utilization and comprehensive training for both educators and students. Additionally, the research advocates for using translanguaging pedagogy to overcome language barriers and leveraging virtual platforms and simulations to facilitate practical work in resource-limited settings. Gulumbe et al., 2024 Nigeria Editorial / commentary The role of Artificial Intelligence (AI) in strengthening global health systems and mitigating future health crises. The increasing concentration of AI applications in high-income countries is widening the digital divide and worsening health inequities. Furthermore, the ethical deployment of AI in healthcare necessitates robust measures for protecting patient data privacy, ensuring transparency in algorithmic decision-making, and actively avoiding bias in AI models. To advance global health equity through AI, international cooperation and investment are crucial for enhancing digital infrastructure in low- and middle-income countries, alongside partnerships that facilitate technology transfer and capacity building. AI solutions must be tailored to regional needs, while a collective approach involving diverse stakeholders is essential for developing robust ethical guidelines and regulatory frameworks. Furthermore, maintaining evidence-based practice through rigorous evaluation of AI's impact on health outcomes is vital, coupled with stimulating innovation, investing in education, and training healthcare professionals and the public in AI use. The development of AI tools to manage long-term health effects of COVID-19 and predict future pandemics should also be prioritized, alongside sustained investment in AI research training. Roy et al., 2022 India Literature Review Ethical conflicts in the medical profession and healthcare providers during the COVID-19 pandemic and vaccination period. Healthcare professionals face significant ethical dilemmas, including conflicts between personal and professional values, and the challenge of balancing individual patient needs with broader public health concerns, particularly evident during the COVID-19 pandemic. They also grapple with the complex issue of maintaining their own well-being and that of their families while caring for distressed patients. The pandemic further highlighted critical shortfalls in medical logistics, equipment, and medicines, alongside the sensitive topic of dignity in death. Finally, ethical considerations surrounding vaccine distribution, equitable access, accurate information dissemination, and patient privacy, especially concerning record-keeping, remain paramount. Healthcare systems should prioritize the well-being of their medical professionals by addressing mental health issues through counseling and support, while also offering special remuneration and moral support. It is crucial to ensure safe working conditions and provide comprehensive training for pandemic preparedness. Furthermore, society needs to be educated about the unique stresses faced by healthcare leaders, and future research should focus on improving communication between the public and healthcare providers. Dutta, 2023 India Review article Virtual Autopsy and Digitalization of Medico-legal Records Forensic medical practitioners face a significant risk of contamination during autopsies, a concern amplified during the pandemic era. Additionally, there is an imperative to handle all medico-legal documents with the utmost integrity and ethical consideration. The integration of virtual autopsy techniques aims to enhance diagnostic accuracy while minimizing risks. Concurrently, the digitalization of medico-legal records is crucial for maintaining their authenticity and preventing manipulation. This is supported by the implementation of online portals for the secure storage, reception, and forwarding of all medico-legal documents. Finally, comprehensive training and development programs are essential to equip individuals with the necessary skills to manage these online platforms and uphold the integrity of the records. Croman, 2024 Sweden Editorial / commentary Reimagining illness through post-COVID-19 condition and the need for interdisciplinary health research A novel interdisciplinary approach is essential for understanding the post-COVID-19 condition, one that integrates diverse perspectives including patients' lived experiences, biomedical insights, and socio-political contexts. This approach must ethically acknowledge tensions in diagnostic knowledge among various stakeholders—patients, healthcare professionals, and state authorities—and critically examine the epistemological considerations of knowledge creation in complex illnesses. This interdisciplinary research aims to develop a comprehensive knowledge framework for health by integrating biomedicine, clinical knowledge, and the humanities. It employs diverse methodologies from fields such as neurobiology, philosophy of science, medical ethics, and sociology to analyze tensions in diagnostic knowledge and examine relevant knowledge for health policy from various epistemic perspectives. The research scrutinizes the compatibility of different knowledge production practices and seeks to integrate biomedical scientific methods with studies of experience and context. Ultimately, it endeavors to create a "tool-box" of interdisciplinary questions and utilizes an enactive approach to cognition, drawing from living systems theory, cognitive sciences, neurosciences, and phenomenological philosophy. Andrade and Redondo, 2021 United Arab Emirates Review Article The article discusses shortcomings in medical research and interventions and proposes a program of "gentle medicine". Conflicts of interest, often driven by profit incentives, can introduce significant biases into medical research, leading to a tendency towards positive results. The pharmaceutical industry's influence extends to both research design and medical practice, potentially exacerbating these biases. Furthermore, methodological flaws in studies like randomized control trials and meta-analyses, coupled with practices like disease-mongering, contribute to overdiagnosis and overtreatment. The authors advocate for a "gentle medicine" approach, urging physicians to reduce interventions and overtreatment, including the amount of medications prescribed. This necessitates medical education that emphasizes discerning when to intervene and when to abstain, thereby reaffirming the principle of non-maleficence in medical ethics. Furthermore, they call for increased research into drug discontinuation and the impact of broader societal factors like social inequality on public health, advocating for public health policies that embody a stronger public health ethic. Hayashi and Sato, 2024 Japan Research article The article investigates the unity of consciousness in the context of the practical ethics of neural organoid research. The ethical debate around neural organoids primarily revolves around the potential for consciousness. If consciousness inherently requires unity, then only organoids capable of such unified conscious experience raise significant ethical concerns, particularly in the context of transplantation into animals. However, if organoids lack the neural basis for unified consciousness, transplantation may avoid a major ethical dilemma. Modern medical ethics should reaffirm the principle of "first, do no harm" by reducing overtreatment and excessive medication. This requires further research into drug discontinuation and a broader focus in medical research on societal determinants of public health, such as social inequality. Consequently, public health policies must adopt a more robust and comprehensive ethical framework. The authors suggest that creating neural organoids resembling brain regions that may give rise to the unified field of consciousness requires particular care. Rasooly et al., 2023 Israel Meeting Report Evidence-informed decision-making and policymaking, health policy, implementation science, knowledge transfer and exchange Data visualization and infographics present ethical challenges, primarily concerning the necessity of providing adequate context. "Viral infographics" are of particular concern due to their potential for undue influence on human behavior. Furthermore, there's an ongoing debate about the role of personal values held by researchers and evidence intermediaries in the conduct, analysis, and communication of evidence. Future policymaking requires novel academic programs spanning public health, ethics, and communication to train professionals, fostering strong, respectful relationships between journalists, scientists, and policymakers committed to evidence-based communication. Effective data visualization and scientific communication to wider audiences should combine facts with narratives, involve multi-sectoral discussions, and require experts to be transparent about their values. To bridge research and policy, knowledge translation platforms and interagency discussions are crucial, necessitating multi-sectoral partnerships and a prime minister-level EIP advisory body. Capacity building for researchers, policymakers, and influencers, especially young professionals, should prioritize storytelling, knowledge translation, and stakeholder engagement, with tailored training incorporating e-learning and peer role-modeling. Khajeali et al., 2023 Iran Letter Post-Covid Mobile learning in medical education The use of mobile devices at patients' bedsides presents significant ethical challenges, primarily concerning the confidentiality of patient information. Ensuring device security, through protection against virus attacks and the use of secure networks, is crucial to mitigate these risks. To foster a more professional clinical environment, "mobiquette" guidelines should be established, requiring students to inform colleagues and patients when using mobile devices for patient care, even sharing screen information with patients to enhance transparency. Medical universities are responsible for providing equitable internet access for students within hospitals and ensuring robust technical support for managing and recovering clinical information, emphasizing that no clinical data should ever be stored on personal devices. Furthermore, stringent security measures, including two-factor authentication for accessing clinical records via mobile phones, are crucial. Finally, maintaining device security through regular operating system updates, valid antivirus programs, and avoiding insecure public Wi-Fi networks is essential for protecting sensitive clinical data. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8918071","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":619491274,"identity":"a1877cd9-7503-4f4f-8def-15a21293cea8","order_by":0,"name":"Mohamed Taiebine","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA9klEQVRIiWNgGAWjYLCCBIYDPAwMzAdgfAMC6plhWtgSSNDCwACygAeuEr8W3Qb+gx8eVNyRMWfv+Sbxse2enG578waGj3tqcWoxO8DMLJFw5hmPZc/ZbZIz24qNzc4cK2Cc8ew4Pi0MEolth3kMbuRuk+ZtS0jcdiPHgJnnwDG8tvxI/AfUcv/NM+m/IC333xDUwiaR2ACyhYdNmhFsCw9ISw1uLYeZzSwSjj3jMTiTZmzZcy4B6Je0goMzDhzAreV44+ObP2ru2BscP/zwxo+yBDmz44c3PvhwoA6nFki0oAOgFYdxa8EF8NgyCkbBKBgFIw0AABLsXL25yIFtAAAAAElFTkSuQmCC","orcid":"","institution":"Euro-Mediterranean University of Fes","correspondingAuthor":true,"prefix":"","firstName":"Mohamed","middleName":"","lastName":"Taiebine","suffix":""},{"id":619491275,"identity":"a4ea6c91-f891-4d1b-835d-8288bec3968d","order_by":1,"name":"Chakib Nejjari","email":"","orcid":"","institution":"Euro-Mediterranean University of Fes","correspondingAuthor":false,"prefix":"","firstName":"Chakib","middleName":"","lastName":"Nejjari","suffix":""}],"badges":[],"createdAt":"2026-02-19 15:09:29","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8918071/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8918071/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":106508350,"identity":"9164787b-98cb-4c43-ab12-d9d92ebd4d17","added_by":"auto","created_at":"2026-04-09 10:22:35","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":85758,"visible":true,"origin":"","legend":"\u003cp\u003eFlow diagram for the review process.\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-8918071/v1/206d362a94379859fdf2044e.jpg"},{"id":106725672,"identity":"0b8861b6-06c4-4d42-891a-cbb969817ac0","added_by":"auto","created_at":"2026-04-12 18:33:26","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":782973,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8918071/v1/4b46226d-f970-4e65-a87b-210f7a310d54.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Post-Pandemic Ethical Compass: Lost, Found, or Redefined?","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe COVID-19 pandemic has deeply affected healthcare systems, medical education, and biomedical ethics, exposing limitations and prompting swift changes across medical fields. In medical practice, the pandemic has led to significant changes in clinical priorities and resource allocation. Many facilities have had to cancel or postpone nonurgent procedures and outpatient services to focus on COVID-19 care (Dotzauer et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This has raised ethical concerns about balancing the pandemic response with the continuity of care for other conditions. The crisis has also strained healthcare workers, leading to increased workloads, staffing shortages, and psychological stress (Cena et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Fteropoulli et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBioethically, the pandemic raised challenges in resource allocation, vaccine distribution, and health inequities, prompting reconsideration of ethical frameworks that are likely to influence future practice. healthcare by equipping professionals and students with essential competencies to navigate complex challenges (Roy et al., \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Its growing value in medical education is supported by a rise in related research since 2000 (Roy et al., \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Medical students frequently encounter ethical conflicts during training, underscoring the need for robust ethics education to prepare for clinical practice (Almahmoud et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eOn the one hand, ethics training is essential in education and health care. It shapes the moral standards guiding teaching, learning, and conduct (National Academies of Sciences, Engineering, and Medicine, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). As society evolves, educational ethics becomes more critical to ensure fairness and alignment with basic human values (Andersson et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The foundation of ethics training rests on core values such as honesty, integrity, transparency, respect for human dignity, and fairness (Schroeder et al., \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). These principles foster trust among educators, organizations, and learners, creating a learning environment where all have equal opportunities. Training\u0026mdash;academic, professional, or ongoing\u0026mdash;should enable participants to advance based on abilities and efforts, free from discrimination or bias (Carter et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Upholding these standards ensures training goals, whether educational or personal, are pursued transparently and fairly.\u003c/p\u003e \u003cp\u003eIn terms of ethical conduct and deontology, the principle of beneficence requires health care providers to actively promote their patients' well-being (Jansen, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This encompasses not only the physical aspects of healing but also the psychological and emotional support necessary for comprehensive care. Physicians are expected to prioritize their patients' best interests, maximizing the benefits of treatment while minimizing potential risks (Richman, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eOn the other hand, the principle of non-maleficence underscores the necessity for healthcare professionals to avoid causing harm to patients through negligent practices or inappropriate treatments (Tabish, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This principle demands ongoing vigilance to ensure that interventions do not carry excessive risk, especially when invasive procedures or medications with serious side effects are involved.\u003c/p\u003e \u003cp\u003eRegarding the principle of justice, it concerns the equitable distribution of medical resources and care. Healthcare providers must ensure fair access to services for all patients, regardless of socioeconomic status, ethnicity, or location (Daniels, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). This principle also sparks important discussions about allocating limited resources, especially during health crises or in palliative care.\u003c/p\u003e \u003cp\u003eInterestingly, while medical students value ethics education (Almahmoud et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), its implementation varies by school. Some institutions do not follow all recommendations of the Institute of Medical Ethics (IME), and ethics teaching is not well integrated into clinical placements (Brooks \u0026amp; Bell, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). This gap between student perspectives and institutional practice highlights the need for better alignment in ethics education.\u003c/p\u003e \u003cp\u003eGiven this context, post-COVID became a critical examination of global approaches to medical ethics, revealing a significant gap in the literature. Existing reviews highlight the inadequacy of pre- and post-pandemic ethical frameworks in addressing the complex demands placed on graduates in a rapidly evolving healthcare landscape (Asghari \u0026amp; Tehrani, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Dunham, 2020; Siegel et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Hamza \u0026amp; Kulkarni, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; O\u0026rsquo;Sullivan et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Jafari et al.,2025). This review aimed to fill this gap by investigating the implementation of ethical practices and regulations across diverse global regions, building upon previous observations of a potential mismatch between established ethical methods and contemporary healthcare needs. This narrative review aimed to understand how ethical practices evolved in education, medical practice, and biomedical research after COVID-19. It explores key trends and applications of ethics in response to pandemic challenges, deepening understanding of global medical ethics.\u003c/p\u003e"},{"header":"2. Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Search method\u003c/h2\u003e \u003cp\u003eA search strategy was employed across multiple electronic databases, including PubMed, Scopus, and Web of Science. The search terms were carefully selected to capture the breadth of the topic while maintaining focus. The primary search equation utilized a combination of keywords related to the pandemic, ethical principles, and the three target domains:\u003c/p\u003e \u003cp\u003e(COVID-19 OR SARS-CoV-2 OR Coronavirus) AND (Ethics OR Ethical Dilemmas OR Moral Issues OR Bioethics OR Medical Ethics OR Research Ethics OR Educational Ethics) AND (Education OR Medical Practice OR Healthcare OR Biomedical Research OR Clinical Trials OR Public Health).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Inclusion/ exclusion criteria\u003c/h2\u003e \u003cp\u003eThis review focuses on publications that address ethical considerations directly related to the impact of the COVID-19 pandemic on education, medical practice, and biomedical research. Articles published in peer-reviewed journals are also included. The review focused on publications released between January 2020 and January 2025, capturing the immediate and evolving ethical landscape. Publications were included if they provided substantive analysis, discussion, or empirical data concerning ethical issues, such as resource allocation, informed consent, data privacy, equity, and professional responsibility within the specified domains. Articles were excluded if they were purely descriptive, opinion pieces lacking robust argumentation, or focused solely on the epidemiological or clinical aspects of COVID-19, without addressing ethical dimensions. Additionally, publications pre-dating the pandemic or those that did not explicitly link their ethical analysis to the COVID-19 context were excluded.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3. Data extraction and analysis\u003c/h2\u003e \u003cp\u003eThe reliability of data in a literature review depends fundamentally on the thoroughness of the literature search and selection methodology. The authors independently assessed the full texts of the chosen studies for data extraction. Any inconsistencies were resolved through discussion with a third reviewer. Furthermore, the reference lists of the articles included in the review were carefully scrutinized to identify any relevant studies that may have been overlooked during the initial search.\u003c/p\u003e \u003cp\u003eTo maintain consistency and thoroughness throughout the review process, a standardized data extraction form was created. This form encompasses fields of bibliographic details (author and publication date), study design, key ethical themes addressed, specific challenges identified, and suggested solutions or recommendations. Data extraction was conducted by one reviewer and subsequently verified by a second reviewer to reduce bias and enhance accuracy. Any discrepancies were resolved through discussion and consensus. The extracted data were then thematically synthesized and analyzed, facilitating the identification of significant trends and patterns in ethical challenges and responses across the three domains (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e[Insert Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e here]\u003c/p\u003e \u003cp\u003eTo synthesize the diverse literature and achieve the objective of exploring major trends in ethical practices across education, medical practice, and biomedical research post-COVID-19, a thematic analysis was employed. Following the guidelines for reflexive thematic analysis articulated by Braun and Clarke (2006, 2019), the authors systematically read and re-read the extracted data to identify patterns of meaning, which were then developed into overarching themes. This iterative process facilitated the grouping of similar ethical adaptations, challenges, and transformations observed across the literature, enabling a structured, in-depth exploration of the current state of global medical ethics as it is impacted by the pandemic.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Results","content":"\u003cp\u003eA total of 651 articles were identified from the PubMed, Web of Science, and Scopus databases, of which 31 were ultimately selected, predominantly featuring contributions from the United States (see Table \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). The research designs included in this review showcase a variety of search designs that combine empirical and theoretical approaches. Approximately 31% of the studies employed empirical research designs. In contrast, 69% of them utilized non-empirical methods.\u003c/p\u003e \u003cp\u003e[Insert Table \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e here]\u003c/p\u003e \u003cp\u003eThe findings revealed a broad focus on the post-COVID-19 landscape, particularly on health and education. Approximately 40% of the studies specifically addressed medical education, postgraduate training, and educational technology, underscoring the pandemic's enduring influence on teaching and learning practices. Additionally, approximately 30% of the articles investigated global health, public health, and ethical considerations in healthcare, covering topics such as antimicrobial drug development, organ allocation, and the dynamics of the doctor-patient relationship. Notably, approximately 20% of the articles examined the ethical implications of technology in health and education, addressing topics such as artificial intelligence in psychotherapy, contact-tracing applications, and virtual autopsies. Approximately 10% of research studies focus on policy and research methodologies, investigating topics such as evidence-based decision-making, the validity of consensus statements, and ethical considerations in pandemic research.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Post-COVID medical ethics\u003c/h2\u003e \u003cp\u003eIn post-COVID medical ethics, the ethical dilemmas identified in the selected studies span a wide range, highlighting substantial challenges in healthcare and research. Studies highlight the marginalization of trainees (Triemstra et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and the repercussions of redeployment, with 42% of respondents reporting a lack of opportunities to engage in surgical procedures (BJS Commission Team, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Economic constraints affecting antimicrobial development (Cama et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) stand in contrast to concerns regarding \"panel stacking\" bias in consensus statements (Kepp et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), where the influence of lobbying groups is significant. The disproportionate impact of Long Covid (Au et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and the necessity to validate patient experiences underscore the existing disparities, while 37% of general surgeons address COVID-19-related surgical challenges (BJS Commission Team, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Issues of privacy and data security are paramount, with Afroogh et al. (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) discussing government surveillance concerns and Buis et al. (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) stressing the importance of data stewardship. Research ethics, including informed consent (Awad et al., 2023; Abou-Mrad et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and the difficulties associated with expanding genomics capacity (Noormahomed et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), are also emphasized. The digital divide and biases in artificial intelligence further exacerbate health inequities (Gulumbe et al., 2024), while patient data privacy remains a pressing issue along with the risk of undue influence from viral infographics (Rasooly et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Additionally, 30% of surgeons reported that delays in screening and diagnostics are a significant concern (BJS Commission Team, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and ethical questions surrounding neural organoids, particularly regarding consciousness, have also been raised (Hayashi and Sato, 2024).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Thematic synthesis\u003c/h2\u003e \u003cp\u003eA primary emphasis is placed on fostering interdisciplinary collaboration and communication, with recommendations ranging from the establishment of multidisciplinary surgical teams (BJS Commission Team, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) to the integration of education, psychology, and information technology in assessment processes (Li-Ping Yang \u0026amp; Tao Xin, 2022). Additionally, there is a pronounced focus on prioritizing ethical considerations and equity, encompassing practical justice in biotechnology research (Ogbogu \u0026amp; Hardcastle, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), the ethical design of AI-based intervention (Vilaza \u0026amp; McCashin, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and addressing global health disparities related to Long Covid (Au et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The responsible integration and utilization of technology also emerge as a critical requirement, covering areas such as the implementation of telehealth services (Buis et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), the ethical application of mobile devices in clinical environments (Khajeali et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), and advancements in genomic surveillance (Noormahomed et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFurthermore, there is a consistent call for the enhancement of educational practices, advocating for blended learning approaches in health professions (Triemstra et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), the incorporation of experiential learning in medical training (Lazari et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), and the promotion of sustainability in education (Makrakis \u0026amp; Kostoulas-Makrakis, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Lastly, the importance of well-being and resilience is underscored, with attention to the mental health of healthcare workers (Roy et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), the encouragement of ownership in educational initiatives (Taks et al., \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), and the assurance of workplace safety (Triemstra et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Additionally, there is a clear need for robust research and policy frameworks, which include advocating for incentives in antimicrobial development (Cama et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), the establishment of global supranational treaties (Cama et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and the creation of integrated guidelines for contact tracing technologies (Afroogh et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e"},{"header":"4. Discussion","content":"\u003cp\u003eIn the aftermath of the COVID-19 pandemic, significant shifts in ethical considerations have emerged across education, medical practice, and biomedical research, prompting a reevaluation of previously established standards. This review aims to consolidate these transformations by highlighting the primary ethical challenges that arose or intensified during and following the pandemic.\u003c/p\u003e \u003cp\u003eThe synthesis of the findings has identified several pivotal themes crucial for effectively navigating the fields of healthcare, education, and research in the post-pandemic context (Taiebine, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Firstly, fostering interdisciplinary collaboration and communication is essential, necessitating the establishment of multidisciplinary teams that incorporate expertise from education, psychology, and information technology. Secondly, it is imperative to prioritize ethical considerations and equity, with a focus on practical justice, the ethical design of artificial intelligence, and the resolution of global health disparities (Dabla et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Thirdly, the responsible integration of technology is of utmost importance, which includes the implementation of telehealth services, the ethical use of mobile devices, and genomic surveillance practices. Fourthly, enhancing educational methodologies through blended learning, experiential education, and a focus on sustainability in education is vital. Lastly, attention must be directed to well-being and resilience, particularly in addressing healthcare workers' mental health and ensuring safe working environments. Additionally, robust research and policy frameworks are necessary, including incentives for antimicrobial development, the creation of global supranational treaties, and the formulation of integrated guidelines for contact tracing technologies.\u003c/p\u003e \u003cp\u003eThe ethical and operational shifts detailed in the post-pandemic era\u0026mdash;from the essential need for interdisciplinary collaboration and prioritizing equity to the responsible integration of technology and a focus on well-being\u0026mdash;indicate that the pre-pandemic professional and societal compass has been deeply lost or, more accurately, irrevocably redefined. The former orientation, characterized by siloed operations and often-unquestioned reliance on established systems, gave way to a necessity for agility, practical justice, and a human-centric approach. Finding a new compass involves consciously incorporating the identified themes: using enhanced educational methodologies and robust policy frameworks to intentionally chart a path where ethical concerns, global health equity, and resilience become core, non-negotiable navigational points for education, medical practice, and biomedical research.\u003c/p\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eThe Post-Pandemic Ethical Compass: Redefined\u003c/h2\u003e \u003cp\u003eThe current review of the ethical implications of the COVID-19 pandemic across education, healthcare, and research inherently explores how the very notion of a \"post-pandemic ethical compass\" has been challenged, lost, and must now be redefined and reshaped. The crisis revealed fundamental gaps in existing ethical frameworks, forcing an abrupt shift where the moral direction was often obscured by immediate, life-and-death trade-offs and resource scarcity (Calia et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Consequently, the task ahead is not merely to restore pre-pandemic norms but to forge a more resilient, globally conscious, and adaptive ethical compass\u0026mdash;one that integrates lessons on social justice, digital equity, individual autonomy versus collective welfare, and the necessity for rapid yet rigorous scientific governance, as evidenced by the proposed global frameworks like the International Data Governance Framework (IDGF).\u003c/p\u003e \u003cp\u003eThe COVID-19 pandemic has catalyzed reevaluation of ethical considerations in education, medical practice, and biomedical research, revealing systemic strengths and weaknesses (Saxena et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Challenges in student monitoring, the digital divide, and the effects of isolation have necessitated a reassessment of educational institutions' ethical obligations (Egarter et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Healthcare faced triage decisions under resource constraints, raising questions about distributive justice and patient autonomy. The rapid deployment of treatments and vaccines highlighted tensions between public health urgency and scientific validation (Cook \u0026amp; Lauer, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The expedited vaccine development exposed ethical complexities in data sharing and informed consent. The post-COVID context requires analysis of these challenges for future crisis management.\u003c/p\u003e \u003cp\u003eThe pandemic demonstrated the need for adaptable ethical frameworks during emergencies (Alibašić, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Existing guidelines proved insufficient to address COVID-19's unprecedented challenges (O'Sullivan et al., 2022). Healthcare requires transparent frameworks that balance life-saving with fairness in resource allocation (Berlinger et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Educational institutions need ethical standards for remote learning that balance privacy and access. Biomedical research demanded flexible frameworks prioritizing safety while protecting participant rights. The post-COVID era requires the development of responsive ethical frameworks integral to crisis management (Shamsi-Gooshki et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Improved preparedness and standardized guidelines across sectors are essential (Maccaro et al., 2023). Lack of ethical frameworks and communication strategies led to inconsistent decision-making. In education, faculties struggled to implement remote learning, leading to educational disparities (Bartl, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ghani et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTo address these challenges, comprehensive ethical guidelines must be developed for crises like pandemics, natural disasters, and technological disruptions (Saxena et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Guideline formulation requires collaboration between ethicists, healthcare practitioners, educators, and community stakeholders, along with regular training to ensure effective implementation (Reddin et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The pandemic highlighted tensions between individual rights and community welfare, as public health measures clashed with personal freedoms, raising questions about the role of government (Saxena et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). In medical practice and biomedical research, public health objectives often clash with patient autonomy, while rapid vaccine development can compromise informed consent. The post-COVID era needs a balanced approach to individual rights and collective well-being, grounded in transparent decision-making that protects vulnerable populations. Global ethics initiatives like neuro-rights (Baselga-Garriga et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and the International Data Governance Framework address these challenges by establishing standardized protocols for data collection, sharing, and privacy across international boundaries (Eke et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; MacFeely et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Marcucci et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sandoval-Almazan et al., 2025).\u003c/p\u003e \u003cp\u003eA unified framework would facilitate more effective international research collaborations, simplify regulatory complexities, and bolster public trust in scientific endeavors. Research suggests that robust data governance frameworks not only enhance data quality and security but also streamline regulatory compliance and improve the efficiency of data-driven decision-making, all of which are crucial for conducting responsible research. Furthermore, a well-designed IDGF can promote equitable data sharing and utilization, particularly in low- and middle-income countries, which may face challenges with the requisite infrastructure or resources for effective data governance (Wogu et al., \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Delineating principles for equitable access to data and benefit-sharing can help reduce global health disparities and ensure that research outcomes are relevant and beneficial to diverse populations. The framework can also incorporate provisions for continuous monitoring and adaptation, enabling it to respond to new technological advancements and emerging ethical research challenges. The growing focus on ethical AI governance and privacy-centric data management underscores the urgency of establishing a comprehensive international framework to guide responsible data practices in global research (Lock et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTo sum up, the globalization of research (Taiebine et al., \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) necessitates equitable collaborations between researchers and local communities. Research models that emphasize community involvement and knowledge sharing can address ethical concerns and ensure that the study populations benefit from the research. Ethical partnerships can achieve effective outcomes while promoting mutual respect (Bangert et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eStrenghts and limitations\u003c/h2\u003e \u003cp\u003eThe review highlights the benefits and limitations of addressing ethical challenges in a rapidly evolving environment, particularly during the COVID-19 pandemic. It emphasizes the importance of fostering ethics and research to inform policymaking and professional practices while acknowledging the constraints of literature reviews, such as potential bias and oversimplification of complex issues. It underscores the need for ongoing observation of ethical developments, especially as the post-COVID landscape continues to change.\u003c/p\u003e \u003cp\u003eOn the one hand, the pandemic has intensified disparities, raising ethical questions about access to technology, equitable assessment, and students' social-emotional health. There is a growing recognition of the need for digital equity and inclusion strategies that prioritize both academic success and student well-being. Additionally, concerns about data privacy and algorithmic bias in educational technology have come to the forefront.\u003c/p\u003e \u003cp\u003eOn the other hand, the pandemic has prompted complex ethical decisions regarding resource allocation, patient prioritization, and experimental therapies. This has heightened dilemmas related to informed consent and patient autonomy, while also emphasizing the need for equitable access to medical services during public health emergencies. The well-being and psychological safety of healthcare professionals, and the ethical obligations of organizations to support their staff, have received increased attention, alongside the need for transparent communication to foster public trust.\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eThe post-COVID era has revealed critical ethical dilemmas in education, healthcare, and research, particularly regarding equity, access, and the protection of vulnerable populations. In education, issues such as the digital divide and mental health crises have emerged, while healthcare faces challenges related to resource limitations and the ethical implications of telemedicine.\u003c/p\u003e \u003cp\u003eThe pandemic has exposed systemic deficiencies, underscoring the urgent requirement for robust ethical frameworks and effective communication to counter misinformation. Continuous ethical discourse and adaptability are essential, with ongoing stakeholder dialogue crucial to addressing these complex challenges. Ethical frameworks must evolve alongside technological advancements and societal changes, necessitating interdisciplinary collaboration to develop comprehensive solutions.\u003c/p\u003e \u003cp\u003ePrioritizing digital equity in education, ensuring equitable healthcare access, and maintaining integrity in research are vital for navigating the post-COVID landscape. A sustained commitment to vigilance and ethical reflection is necessary, with insights from the pandemic informing future practices. Integrating ethical considerations into all aspects of education, healthcare, and research fosters a culture of ethical awareness, empowering stakeholders to confront unethical behaviors and establish resilient, equitable systems that prioritize individual and societal welfare.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003e\"M.T. and C.N. wrote the main manuscript text and M.T. prepared figures and tables. All authors reviewed the manuscript.\"\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbou-Mrad T, Haidar H, Abou-Mrad F, Arawi T (2024) Impact of the Covid-19 Pandemic on the Doctor-Patient Relationship: A Qualitative Study in a Tertiary-Care Centre in Lebanon. 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Educational Measurement: Issues Pract 41(1):54\u0026ndash;60\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Table 1","content":"\u003cp\u003eTable 1: Summary of selected studies\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"1427\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eAuthor(s)/ Year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eCountry\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eStudy Design/Type\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eArea\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eKey Ethical Issues\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eProposed Solutions/Recommendations\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eTriemstra et al., 2021\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eUSA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eScholarly Perspective\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eHealth Professions Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eLearners faced marginalization or elimination from direct patient care. Redeployment to unfamiliar clinical teams negatively impacted their learning and well-being. A lack of coordination across the clinical learning environment increased anxiety and confusion for both learners and educators. These factors collectively hindered effective learning and fostered a stressful educational experience.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eInstitutions must prioritize workplace safety, monitor the well-being of physicians and learners, and foster multidisciplinary collaboration across all settings and disciplines. The creation of virtual learning communities and social connections is crucial for building meaningful relationships. National associations and accrediting organizations are responsible for guiding institutions in developing robust action plans. Furthermore, online resources and financial support for educators must remain guaranteed, as blended learning is recognized as the future of health professions education.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eCama et al., 2021\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eUK\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003ePerspective\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eAntimicrobial drug development, global health policy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe collapse of antimicrobial drug development pipelines is primarily due to significant economic challenges. To revitalize this crucial area, governments must implement incentives for the creation of new antimicrobial drugs. A key challenge lies in finding the right balance between ensuring widespread access to these new drugs and promoting their responsible stewardship. Furthermore, it is imperative to guarantee appropriate manufacturing practices and encourage the responsible use of all antimicrobials.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eTo address the antimicrobial market failure and stimulate R\u0026amp;D, governments worldwide must further incentivize antimicrobial development. This requires a range of \u0026quot;pull\u0026quot; incentives alongside existing \u0026quot;push\u0026quot; mechanisms. Incentives should integrate \u0026quot;One Health\u0026quot; considerations for sustainable antimicrobial use and promote the clinical translation of rapid diagnostics. Finally, a global supranational treaty, similar to the Paris Climate Agreement, is needed to coordinate international policy interventions and incentives.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eKepp et al., 2024\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eInternational\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eCommentary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eConsensus statement validity, panel bias, evidence-based medicine, transparency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eConsensus statements are often biased due to \u0026quot;panel stacking,\u0026quot; a practice where the selection of panel members is manipulated. Strong advocacy and lobbyist groups frequently exert undue influence on these panels, further compromising impartiality. This issue is compounded by a pervasive lack of transparency in panelist selection and the failure to declare conflicts of interest, ultimately undermining the integrity of the consensus process.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eTo ensure the integrity of consensus statements, it is crucial to base them on rigorous evidence synthesis. Furthermore, maximizing transparency regarding potential biases stemming from advocacy or lobbyist groups is essential. Finally, developing clear protocols will help ensure transparency and reduce biases within expert panels.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eAu et al., 2023\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eU.S., Brazil\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eResearch Article\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eGlobal Health, Chronic Illness, Patient Experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe burden of Long Covid is unequally distributed, highlighting a significant disparity in who is most affected. A lack of awareness among medical providers exacerbates this issue, leading to challenges in diagnosis and treatment. Consequently, there is a critical need to validate the experiences of Long Covid patients, ensuring their symptoms are recognized and taken seriously.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eTo effectively address Long Covid, it is crucial to expand education for medical professionals, fostering greater awareness of the condition. Furthermore, experts from the Global North should collaborate with patient groups and experts in the Global South to gain a deeper understanding of how local contexts influence the Long Covid experience. Policymakers must also establish direct communication channels with patient advocacy groups. Finally, global health initiatives must prioritize equity, acknowledging and working to mitigate the global disparities in awareness, resources, and political commitment related to Long Covid.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eLazari et al., 2023\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eGreece\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eResearch Article\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eMedical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe article advocates for experiential learning in undergraduate medical curricula, emphasizing its role in developing practical skills. It critiques traditional, theory-focused teaching for its limitations in preparing students for real-world medical practice. The authors stress the importance of integrating theoretical knowledge with practical application and incorporating ethical considerations into medical education.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe study advocates for integrating experiential learning into medical education, highlighting the importance of practical skill acquisition, applying theory, and ethical considerations. It recommends that medical schools use these findings to develop new teaching practices and improve the quality of medical education.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eTaks et al., 2024\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eNetherlands\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eResearch Article\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003ePostgraduate medical education, public health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe introduction of structured training rotations in postgraduate medical education for public health (PGME-PH) and the shift to a national employer have adversely affected training institutions. These institutions have limited influence and face communication challenges, resulting in a reduced sense of ownership over the new PGME-PH curriculum.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe article highlights key strategies for the sustainable implementation of educational programs such as PGME-PH. These include fostering ownership, promoting collective responsibility, establishing clear communication channels, and nurturing motivation.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eBJS Commission Team, 2021\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eAfrica, Canada, China, Italy, Japan, and the USA)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eA survey of colleagues across the global surgical community\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eSurgery and perioperative care\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe COVID-19 pandemic significantly impacted healthcare systems, particularly surgical practice and training. Key risk factors for mortality after surgery with SARS-CoV-2 infection included male sex, age over 70, high ASA score, major/cancer surgery, and emergency procedures. General surgeons were the most common specialty to respond to the crisis, with the primary impact being a lack of access to perform surgical procedures. Concerns also arose regarding delayed screening/diagnostics, a shortage of surgical training, and late presentations of advanced disease. The cumulative effect presents a substantial challenge for healthcare infrastructure, finances, and medicolegal considerations in addressing the backlog of oncological and non-oncological workload.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eGlobal surgical multidisciplinary teams are actively researching the future of surgery in the post-COVID-19 era, emphasizing innovative leadership and collaboration. The establishment of multi-disciplinary ethics committees is encouraged in surgical oncology centers. New models for delivering elective surgery are being explored to safely restart procedures during pandemic waves, as indefinitely suspending them is unsustainable. Early implementation of COVID-free surgical pathways significantly reduced nosocomial SARS-CoV-2 transmission, postoperative pulmonary complications, and mortality in elective cancer surgery. Additionally, staggered cohort schedules have been widely adopted to protect personnel and maintain adequate staffing.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eAfroogh et al., 2022\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eUSA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eSystematic literature review\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eEthical considerations of using contact tracing app technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eEffective data governance hinges on balancing privacy and security with public acceptability. Concerns arise regarding government surveillance, necessitating transparency and accountability to uphold justice. Furthermore, the voluntariness of data sharing is crucial for ethical and legal compliance.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe key focus is on creating comprehensive guidelines and frameworks for implementing contact tracing technology in the post-COVID-19 era. This involves developing integrated strategies to ensure effective and responsible use of such technology going forward.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eNoormahomed et al., 2024\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eSub-Saharan Africa\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eModified Delphi study\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003ePost-COVID-19 health research priorities in sub-Saharan Africa for future pandemics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eEthical research practices are crucial, particularly when addressing health equity and the social determinants of health. Ensuring the equitable distribution of resources is paramount to achieving fairness in healthcare. Furthermore, scaling up genomics capacity presents unique ethical challenges that must be carefully considered to avoid exacerbating existing disparities.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThese key areas represent critical advancements and ongoing efforts in global health. They emphasize the strategic use of digital tools to empower the health workforce and the vital role of strengthening genomic surveillance to proactively address emerging health threats. Furthermore, comprehensive assessments of health system resiliency are crucial for future preparedness, alongside strategies to foster interprofessional education and collaboration within healthcare. Research investigating the long-term impact of pandemics on non-communicable diseases is also essential for understanding broader health consequences.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eAwad et El Sayed, 2023\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eSaudi Arabia; Egypt\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eCross-sectional and correlational study\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eImpact of post-COVID-19 workplace ostracism on nurses\u0026rsquo; counterproductive behavior, and the mediating role of moral leadership\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ePost-COVID-19 workplace ostracism in nursing emerged as a significant ethical issue, leading to counterproductive behaviors among staff and severely impacting their psychological well-being and job performance. The absence of strong moral leadership exacerbates these problems, failing to address the breach of psychological contracts and the resulting stress and burnout among healthcare professionals. This environment ultimately compromises patient safety and the quality of care, necessitating urgent interventions to foster ethical leadership and mitigate negative workplace dynamics. The primary challenge lies in effectively addressing the root causes of ostracism and promoting a supportive work environment where nurses feel valued and respected.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eHospital administrators must recognize the crucial role of moral leadership and actively integrate integrity into the clinical environment. This approach is vital for mitigating the negative impact of isolation on nurses\u0026apos; behavior, thereby enhancing overall organizational value and specifically benefiting the nursing staff.\u003c/p\u003e\n \u003cp\u003eOvercoming increased workloads and stress in the post-pandemic era is crucial for rebuilding trust and ensuring a healthy, productive workforce dedicated to patient well-being.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eAbou-Mrad et al., 2024\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eLebanon\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eQualitative study\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eImpact of the Covid-19 Pandemic on the Doctor-Patient Relationship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ePost-COVID-19 workplace ostracism in nursing emerged as a significant ethical issue, leading to counterproductive behaviors among staff and severely impacting their psychological well-being and job performance. The absence of strong moral leadership exacerbates these problems, failing to address the breach of psychological contracts and the resulting stress and burnout among healthcare professionals. This environment ultimately compromises patient safety and the quality of care, necessitating urgent interventions to foster ethical leadership and mitigate negative workplace dynamics. The primary challenge lies in effectively addressing the root causes of ostracism and promoting a supportive work environment where nurses feel valued and respected.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe study emphasizes the importance of effective communication in enhancing the doctor-patient relationship, the need to address misinformation on social media, and the imperative for systemic improvements to strengthen the resilience of Lebanon\u0026apos;s healthcare system. Overcoming increased workloads and stress in the post-pandemic era is crucial for rebuilding trust and ensuring a healthy, productive workforce dedicated to patient well-being.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003ePinheiro et al., 2022\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eBrazil\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eTheoretical essay\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eEducation, moral and socioemotional competencies, Covid-19 pandemic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe article discusses the importance of moral and socioemotional competencies in education, especially in the context of the Covid-19 pandemic. It emphasizes the need for an educational praxis that offers possibilities to live and interact in school and society in an ethical and democratic way.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe authors propose the development of moral competencies integrated with social and emotional competencies, aligned with the perspective of building universally desirable values. They suggest a set of moral competencies including self-knowledge, empathy, moral judgment, communication, critical comprehension, and self-regulation, which are considered priorities for education.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eVetter et McDowell, 2023\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eUSA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eTheoretical essay\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eEducational Technology, Surveillance, Epistemic Inequality, Post-COVID-19 era\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe article focuses on the ethical issues related to data surveillance in educational contexts, particularly the unequal access to learning imposed by private commercial mechanisms. It discusses how EdTech platforms place both teachers and students in a relationship to data and learning characterized by \u0026quot;epistemic inequality\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe authors recommend that higher education professionals critically interrogate their technologically-mediated teaching practices. \u0026nbsp; \u0026nbsp; They also suggest the use of Commons-based Peer Production (CBPP) communities as equitable, open educational alternatives that resist market-based neoliberalism and surveillance capitalism.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eBuis et al., 2024\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eUSA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eThink Tank report; Literature review\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eTelehealth, telemedicine, digital health, digital access, and healthcare\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eData stewardship and risk mitigation are important when patient data is involved. \u0026nbsp;Determining how best to collect high-quality data while ensuring that only the minimum information needed is gathered is crucial. \u0026nbsp;Ethical uses of data, how that data can be used, and data retention policies are all important questions to be answered, and those answers will vary between projects and patient populations.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eOngoing research should delve into seven key areas of telehealth: its impact on clinical and administrative services, education for providers and patients, policy implications, the influence of future technology, patient characteristics and experiences, and ethical considerations. It\u0026apos;s crucial to examine not only recent findings but also historical challenges and proposed solutions, as many issues in telehealth research are long-standing. The insights gained from these studies must be disseminated effectively to practitioners, policymakers, and patients. Prioritizing telehealth research and providing strong leadership are essential to ensure these vital areas of study remain prominent.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eOgbogu and Hardcastle, 2021\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eCanada\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eTheoretical essay\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eBioethics, justice, health technology, COVID-19, biotechnology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe article addresses ethical issues related to the fair and equitable distribution of the benefits and burdens arising from the development and deployment of innovative health biotechnologies. It discusses inequities in the global distribution of research resources, potential issues in the distribution of a COVID-19 vaccine or cure, and the ethical dilemmas of allocating scarce medical equipment.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe authors propose a focus on \u0026quot;practical justice\u0026quot; in post-pandemic bioethics work. They suggest an obligation to integrate capacity building and access to research resources in biotechnology research and development projects conducted in developed, infrastructure-rich economies. This includes training of personnel from under-resourced settings, research collaborations, open access to research publications, and access to intellectual property for developing low-cost and adaptable technologies and therapies.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eLi-Ping Yang and Tao Xin, 2022\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eChina\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eTheoretical essay\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eEducational Measurement, Online Learning, Assessment of Learning (AoL), Assessment for Learning (AfL), Assessment as Learning (AaL)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe authors emphasize that the validity, ethics, and fairness of the measurement should be considered critical issues. \u0026nbsp;They discuss issues related to data security, test security in online testing, and the potential for unfairness in learning and testing due to unequal technology accessibility.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe authors propose multidisciplinary corporations in the field, integrating education, psychology, and information technology into the theories and methods of educational measurement. \u0026nbsp;They also discuss the need to address challenges related to validity, reliability, and fairness in the context of new assessment forms and online learning.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eVilaza and McCashin, 2021\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eDenmark, Ireland\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003ePerspective \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eDigital Mental Health, AI in Psychotherapy, Cognitive Behavioral Therapy (CBT)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eAI-CBT development and implementation should be guided by five core ethical principles to ensure responsible and effective care. Beneficence dictates that the primary goal of AI-CBT is to deliver positive value and benefits to individuals and society, rather than solely focusing on profit. Equally crucial is non-maleficence, which obliges developers to prevent harm to end-users, encompassing safety concerns, potential negative impacts on help-seeking behaviors, and the misuse of personal data. Autonomy emphasizes the importance of supporting an individual\u0026apos;s independent decision-making, ensuring that AI-CBT systems do not manipulate users or foster dependency. Justice calls for the promotion of equality, inclusiveness, and diversity, actively addressing algorithmic bias to guarantee fair access and equitable outcomes for all users. Finally, explicability necessitates transparency and comprehensibility regarding AI processes and outcomes, including clear communication about data handling practices and the inherent limitations of AI-CBT.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eDesigning, developing, and implementing AI-CBT requires a strong emphasis on ethical considerations, ensuring interventions are evidence-based and thoroughly tested. A hybrid approach, integrating AI-CBT with human support, should be considered to optimize patient care. Furthermore, it is crucial to implement \u0026quot;explainable AI\u0026quot; to enhance user comprehension of AI processes and to bolster privacy policies and data security measures. Addressing algorithmic bias and promoting diversity and inclusion in AI-CBT development are also vital steps. Finally, establishing clear accountability mechanisms and regulations for AI in mental health, alongside conducting further empirical studies and engaging stakeholders, will guide the ethical evolution of AI-CBT.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003ePetrini, et al., 2022\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eItaly\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eObservational pilot protocol\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003ePost-COVID-19 lung transplantation, ethical considerations in organ allocation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe scarcity of donor organs necessitates careful recipient selection for lung transplants. This is further complicated by the need to balance the urgent needs of post-COVID-19 patients with those awaiting transplants for other conditions. Therefore, ensuring fairness and transparency in organ allocation becomes paramount, raising significant ethical considerations in urgent lung transplantation.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe lung transplantation program developed a crucial observational protocol specifically for post-COVID-19 patients. This protocol emphasizes the careful selection of transplant recipients, prioritizing individuals based on their medical need, the anticipated effectiveness of the transplant, and principles of fairness. The program strictly adheres to standardized protocols for evaluating new indications for lung transplantation, ensuring consistent and equitable decisions. Furthermore, the allocation of organs is guided by principles of distributive justice, aiming for a just and fair distribution. The program also maintains continuous monitoring and assessment of outcomes to ensure ongoing improvement and accountability.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eMusakuro and Gie, 2024\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eSouth Africa\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eCase study research design, complemented by a survey\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eE-health tools for digital mental health services (DMHS)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eEthical considerations are a determinant influencing the future adoption of e-health tools for DMHS.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe study provides human resources professionals, university management, mental health practitioners and policymakers with actionable insights into the key determinants of the future adoption of e-health tools for DMHS.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003ePherali et al., 2024\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eUK\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eQualitative study\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eResearch ethics in social science research during health pandemics, specifically COVID-19. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe COVID-19 pandemic significantly impacted research ethics, introducing methodological and ethical challenges for ongoing and new projects, particularly concerning the balance between public and individual risks and the emergence of new safeguarding issues for vulnerable populations. Ethics review boards faced unprecedented strain due to increased workload and staffing limitations, further complicated by the shift to online research methods which presented issues of access, consent, and capacity. Moreover, the pandemic highlighted pre-existing ethical concerns in research, such as unequal power dynamics, the exploitative potential of social science research in international contexts, and the urgent need to address structural inequalities and injustices within research institutions. These challenges underscore the necessity for interdisciplinary adaptation in addressing ethical dilemmas, considering the socio-economic contexts of research.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eEthics review processes require a critical examination of power dynamics, knowledge production, and ownership to ensure equity and epistemic justice. This necessitates ongoing ethics education within research institutions and the development of agile review boards capable of swift responses to emergencies. Furthermore, fostering interdisciplinary collaboration, providing clear guidance for researchers in evolving environments, and emphasizing flexibility, trust, and moral responsibility are crucial for ethical research practices.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eMakrakis and Kostoulas-Makrakis, 2021\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eGreece and Cyprus\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eTheoretical/conceptual article\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eEducation for sustainability, responsibility and co-responsibility, and the impact of COVID-19 on education. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe article critically examines responsibility and co-responsibility from an Aristotelian perspective, contrasting it with the instrumentalist approach often found in modern educational discussions. It argues for embedding these concepts within the ethical framework of the common good, a crucial link often missing in contemporary understanding. The COVID-19 pandemic served as a stark reminder of systemic vulnerabilities and the need for ethical virtues like compassion, solidarity, and accountability.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThis article asserts that education for sustainability is crucial for building a sustainable post-COVID-19 society, emphasizing the cultivation of responsibility and co-responsibility through dialogue and integrating Aristotle\u0026apos;s Nicomachean Ethics. It advocates for a shift from egocentric to collective principles for the common good, developing critical awareness and introducing the \u0026quot;10Cs model\u0026quot; to foster comprehensive skills beyond traditional frameworks. The authors stress the importance of balance, moral obligation, and a \u0026quot;pedagogy of the soul\u0026quot; that integrates aesthetic education, arts, humanities, and transversal skills, preparing individuals for a hybrid job market. Ultimately, the article proposes adding \u0026quot;learning to give and share\u0026quot; as a sixth pillar to UNESCO\u0026apos;s framework, aiming for a pedagogy of happiness and sustainable well-being rooted in self-awareness, compassion, and shared commitment to high-quality teaching and civic engagement.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eBurns and Cruz, 2021\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eUSA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eA theoretical/conceptual article\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eCurriculum theory, Post-COVID-19, and social inequity. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe article examines the ethical ramifications of the COVID-19 pandemic on society, particularly within education, and critiques the neoliberal project for exacerbating inequalities and weakening public institutions. It highlights how \u0026quot;post-truth\u0026quot; politics and \u0026quot;big lies\u0026quot; impact critical thinking and education. Furthermore, the piece discusses curriculum crises, including a disconnect from practical application, an overemphasis on theoretical frameworks, and corporate influence.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe authors advocate for a curriculum rooted in an eclectic, deliberative, and practical ethic, drawing on Joseph Schwab\u0026apos;s work, to address future social and political crises. This approach emphasizes historical understanding, self-cultivation, and truth-telling, moving beyond instrumental schooling and standardized objectives. The proposed curriculum aims to foster reflexive thinking, dialogue, and agency, while also addressing critical issues like social inequality, environmental concerns, authoritarian populism, and Christian nationalism.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eSingh-Pillay, 2023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eSouth Africa\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eA qualitative research\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eUse of mobile digital technologies to facilitate participation and digital equity during the COVID-19 Pandemic. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eIn pre-democracy South Africa, education was marked by severe injustices, including segregated schools, unequal access and funding, and discriminatory language policies. Addressing these historical imbalances and promoting social justice in education is crucial. The study advocates for mobile digital equity, ensuring all students have access to and can engage with mobile digital technologies to enhance their opportunities. Furthermore, it highlights the persistent challenge of language barriers in STEM education, particularly in post-colonial nations where the colonizer\u0026apos;s language remains dominant.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eOnline mobile teaching and learning offers a promising avenue to foster active participation, inclusive learning, and digital equity, particularly in STEM fields within developing countries. Effectively integrating these technologies requires not only access but also innovative utilization and comprehensive training for both educators and students. Additionally, the research advocates for using translanguaging pedagogy to overcome language barriers and leveraging virtual platforms and simulations to facilitate practical work in resource-limited settings.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eGulumbe et al., 2024\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eNigeria\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eEditorial / commentary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eThe role of Artificial Intelligence (AI) in strengthening global health systems and mitigating future health crises. \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe increasing concentration of AI applications in high-income countries is widening the digital divide and worsening health inequities. Furthermore, the ethical deployment of AI in healthcare necessitates robust measures for protecting patient data privacy, ensuring transparency in algorithmic decision-making, and actively avoiding bias in AI models.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eTo advance global health equity through AI, international cooperation and investment are crucial for enhancing digital infrastructure in low- and middle-income countries, alongside partnerships that facilitate technology transfer and capacity building. AI solutions must be tailored to regional needs, while a collective approach involving diverse stakeholders is essential for developing robust ethical guidelines and regulatory frameworks. Furthermore, maintaining evidence-based practice through rigorous evaluation of AI\u0026apos;s impact on health outcomes is vital, coupled with stimulating innovation, investing in education, and training healthcare professionals and the public in AI use. The development of AI tools to manage long-term health effects of COVID-19 and predict future pandemics should also be prioritized, alongside sustained investment in AI research training.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eRoy et al., 2022\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eIndia\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eLiterature Review\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eEthical conflicts in the medical profession and healthcare providers during the COVID-19 pandemic and vaccination period.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eHealthcare professionals face significant ethical dilemmas, including conflicts between personal and professional values, and the challenge of balancing individual patient needs with broader public health concerns, particularly evident during the COVID-19 pandemic. They also grapple with the complex issue of maintaining their own well-being and that of their families while caring for distressed patients. The pandemic further highlighted critical shortfalls in medical logistics, equipment, and medicines, alongside the sensitive topic of dignity in death. Finally, ethical considerations surrounding vaccine distribution, equitable access, accurate information dissemination, and patient privacy, especially concerning record-keeping, remain paramount.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eHealthcare systems should prioritize the well-being of their medical professionals by addressing mental health issues through counseling and support, while also offering special remuneration and moral support. It is crucial to ensure safe working conditions and provide comprehensive training for pandemic preparedness. Furthermore, society needs to be educated about the unique stresses faced by healthcare leaders, and future research should focus on improving communication between the public and healthcare providers.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eDutta, 2023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eIndia\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eReview article\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eVirtual Autopsy and Digitalization of Medico-legal Records\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eForensic medical practitioners face a significant risk of contamination during autopsies, a concern amplified during the pandemic era. Additionally, there is an imperative to handle all medico-legal documents with the utmost integrity and ethical consideration.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe integration of virtual autopsy techniques aims to enhance diagnostic accuracy while minimizing risks. Concurrently, the digitalization of medico-legal records is crucial for maintaining their authenticity and preventing manipulation. This is supported by the implementation of online portals for the secure storage, reception, and forwarding of all medico-legal documents. Finally, comprehensive training and development programs are essential to equip individuals with the necessary skills to manage these online platforms and uphold the integrity of the records.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eCroman, 2024\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eSweden\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eEditorial / commentary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eReimagining illness through post-COVID-19 condition and the need for interdisciplinary health research\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eA novel interdisciplinary approach is essential for understanding the post-COVID-19 condition, one that integrates diverse perspectives including patients\u0026apos; lived experiences, biomedical insights, and socio-political contexts. This approach must ethically acknowledge tensions in diagnostic knowledge among various stakeholders\u0026mdash;patients, healthcare professionals, and state authorities\u0026mdash;and critically examine the epistemological considerations of knowledge creation in complex illnesses.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThis interdisciplinary research aims to develop a comprehensive knowledge framework for health by integrating biomedicine, clinical knowledge, and the humanities. It employs diverse methodologies from fields such as neurobiology, philosophy of science, medical ethics, and sociology to analyze tensions in diagnostic knowledge and examine relevant knowledge for health policy from various epistemic perspectives. The research scrutinizes the compatibility of different knowledge production practices and seeks to integrate biomedical scientific methods with studies of experience and context. Ultimately, it endeavors to create a \u0026quot;tool-box\u0026quot; of interdisciplinary questions and utilizes an enactive approach to cognition, drawing from living systems theory, cognitive sciences, neurosciences, and phenomenological philosophy.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eAndrade and Redondo, 2021\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eUnited Arab Emirates\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eReview Article\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eThe article discusses shortcomings in medical research and interventions \u0026nbsp;and proposes a program of \u0026quot;gentle medicine\u0026quot;.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eConflicts of interest, often driven by profit incentives, can introduce significant biases into medical research, leading to a tendency towards positive results. The pharmaceutical industry\u0026apos;s influence extends to both research design and medical practice, potentially exacerbating these biases. Furthermore, methodological flaws in studies like randomized control trials and meta-analyses, coupled with practices like disease-mongering, contribute to overdiagnosis and overtreatment.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eThe authors advocate for a \u0026quot;gentle medicine\u0026quot; approach, urging physicians to reduce interventions and overtreatment, including the amount of medications prescribed. This necessitates medical education that emphasizes discerning when to intervene and when to abstain, thereby reaffirming the principle of non-maleficence in medical ethics. Furthermore, they call for increased research into drug discontinuation and the impact of broader societal factors like social inequality on public health, advocating for public health policies that embody a stronger public health ethic.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eHayashi and Sato, 2024\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eJapan\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eResearch article\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eThe article investigates the unity of consciousness in the context of the practical ethics of neural organoid research.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe ethical debate around neural organoids primarily revolves around the potential for consciousness. If consciousness inherently requires unity, then only organoids capable of such unified conscious experience raise significant ethical concerns, particularly in the context of transplantation into animals. However, if organoids lack the neural basis for unified consciousness, transplantation may avoid a major ethical dilemma.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eModern medical ethics should reaffirm the principle of \u0026quot;first, do no harm\u0026quot; by reducing overtreatment and excessive medication. This requires further research into drug discontinuation and a broader focus in medical research on societal determinants of public health, such as social inequality. Consequently, public health policies must adopt a more robust and comprehensive ethical framework.\u003c/p\u003e\n \u003cp\u003eThe authors suggest that creating neural organoids resembling brain regions that may give rise to the unified field of consciousness requires particular care. \u0026nbsp; \u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eRasooly et al., 2023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eIsrael\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eMeeting Report\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eEvidence-informed decision-making and policymaking, health policy, implementation science, knowledge transfer and exchange\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eData visualization and infographics present ethical challenges, primarily concerning the necessity of providing adequate context. \u0026quot;Viral infographics\u0026quot; are of particular concern due to their potential for undue influence on human behavior. Furthermore, there\u0026apos;s an ongoing debate about the role of personal values held by researchers and evidence intermediaries in the conduct, analysis, and communication of evidence.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eFuture policymaking requires novel academic programs spanning public health, ethics, and communication to train professionals, fostering strong, respectful relationships between journalists, scientists, and policymakers committed to evidence-based communication. Effective data visualization and scientific communication to wider audiences should combine facts with narratives, involve multi-sectoral discussions, and require experts to be transparent about their values. To bridge research and policy, knowledge translation platforms and interagency discussions are crucial, necessitating multi-sectoral partnerships and a prime minister-level EIP advisory body. Capacity building for researchers, policymakers, and influencers, especially young professionals, should prioritize storytelling, knowledge translation, and stakeholder engagement, with tailored training incorporating e-learning and peer role-modeling.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eKhajeali et al., 2023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003eIran\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eLetter\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003ePost-Covid Mobile learning in medical education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eThe use of mobile devices at patients\u0026apos; bedsides presents significant ethical challenges, primarily concerning the confidentiality of patient information. Ensuring device security, through protection against virus attacks and the use of secure networks, is crucial to mitigate these risks.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 467px;\"\u003e\n \u003cp\u003eTo foster a more professional clinical environment, \u0026quot;mobiquette\u0026quot; guidelines should be established, requiring students to inform colleagues and patients when using mobile devices for patient care, even sharing screen information with patients to enhance transparency. Medical universities are responsible for providing equitable internet access for students within hospitals and ensuring robust technical support for managing and recovering clinical information, emphasizing that no clinical data should ever be stored on personal devices. Furthermore, stringent security measures, including two-factor authentication for accessing clinical records via mobile phones, are crucial. Finally, maintaining device security through regular operating system updates, valid antivirus programs, and avoiding insecure public Wi-Fi networks is essential for protecting sensitive clinical data.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"COVID-19, ethics, education, medical practice, biomedical research, pandemic, post-pandemic, SD4","lastPublishedDoi":"10.21203/rs.3.rs-8918071/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8918071/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe COVID-19 pandemic has raised complex ethical issues across healthcare, education, and research. This narrative review synthesizes the specific ethical issues and targeted recommendations emerging in the post-pandemic context. A systematic search of PubMed, Web of Science, and Scopus identified 651 articles; 31 were selected. The analysis addressed research methodology, content, and ethical considerations. The selected studies used diverse methodologies, with 31% using empirical designs and 69% using non-empirical approaches. Thematic analysis revealed a focus on post-COVID-19 implications in health and education, with 40% of the studies addressing medical education, 30% focusing on global and public health, 20% exploring the ethics of technology, and 10% examining policy and research methodology. Ethical issues spanned trainee marginalization, economic pressure on antimicrobial development, data privacy, AI bias, and research ethics. However, key recommendations include enhancing interdisciplinary collaboration, prioritizing ethical considerations and equity, responsible technology integration, strengthening educational practices, and focusing on well-being and resilience.\u003c/p\u003e","manuscriptTitle":"The Post-Pandemic Ethical Compass: Lost, Found, or Redefined?","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-09 10:22:32","doi":"10.21203/rs.3.rs-8918071/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"30860c71-cdc6-4933-b7b6-aaefb424a636","owner":[],"postedDate":"April 9th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":65918196,"name":"Health sciences/Health care"},{"id":65918197,"name":"Health sciences/Medical research"}],"tags":[],"updatedAt":"2026-04-09T10:22:32+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-09 10:22:32","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8918071","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8918071","identity":"rs-8918071","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}